Negotiating peer feedback as a reciprocal learning tool for adolescent multilingual learners
Abstract
This qualitative study investigates peer feedback among adolescent English and Spanish learners writing together in an extracurricular bilingual literacy program. Data sources include audio recordings, writing revision history on Google documents and interviews. This study reveals the complexity of peer interaction, feedback processes, and the potential for mutual growth. Oriented by Speech Act Theory (Austin, 1962; Searle, 1969) and informed by the concept of languaging (Mercer, 2004; Swain, 2006), this study conceptualizes peer feedback as acts that students take to mediate the thinking, writing, and communication processes while working together on a language autobiography. Findings show that students strategically used dynamic feedback acts mediating the writing and revising process, such as 'Ask questions', 'Give information', 'Make corrections'. We also found the use of translanguaging in the feedback acts expanded opportunities for learning as linguistically diverse peers were engaged in metalinguistic discussions, text co-construction, and language experiments. This study contributes to a new understanding of peer feedback which leverages the cultural and linguistic resources students bring to school.
- Journal
- Writing and Pedagogy
- Published
- 2018-09-24
- DOI
- 10.1558/wap.29647
- CompPile
- Search in CompPile ↗
- Open Access
- Closed
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (0)
No articles in this index cite this work.
Cites in this index (0)
No references match articles in this index.
Related Articles
-
Literacy in Composition Studies Nov 2022Thir Budhathoki
-
Research in the Teaching of English Aug 2025Meghan Odsliv Bratkovich; Michael B. Sherry; Homood Alharbi
-
Computers and Composition Jun 2025Dongmei Cheng; Mimi Li; Tony Lee
-
Praxis: A Writing Center Journal 2025Accidental Power: A Critical Discourse Analysis of Writing Center Interactions Between Tutors and Multilingual Tutees ↗Lisa DiMaio
-
Pedagogy Oct 2024rhetorical criticism first-year composition writing pedagogy basic writing writing across the curriculum graduate education two-year college service learning teacher development revision argument collaborative writing assessment writing program administration multimodality multilingual writers literacy studies race and writing disability studies community literacy editorial matter