Analysing the Characteristics of a Pair Talk on an Editing Task on Two Intermediate Indonesian Learners of English

Abstract

Recent studies have paid attention to peer interaction as a means of second language (L2) learning. Interaction among learners in carrying out task is believed to mediate the process of L2 learning. The study therefore observed the nature of a pair talk in an interaction while completing a grammar task. The interaction was recorded and analysed by using language related episodes (LRE) in terms of form, lexicality, and mechanism. LRE was used in order to understand the characteristics of a pair talk at homogenous (intermediate-intermediate) level and to examine the participants' accuracy in completing the task. The results suggest that even though the pair solved the questions in the task using form-focused LRE (F-LRE) and resolved the task interactively, they were not able to make correct decisions over grammar errors.

Students’ Perceptions on Collaborative Speaking Tasks in ESL Classrooms

“…Teachers need to motivate and inspire students to speak in English during classes. Peer interaction is one of the most important elements in promoting the second language learning (Fitria, 2016). Rao S. P. (2019) states that teachers have to consider the learners' need and interest while selecting topics that can lead the learners to work on the given topics with interest and enthusiasm.…”

Students’ Opinions Toward Writing Activities

“…This is a good source of information especially for the lecturer who taught writing in the research place as teaching the students by considering the students' needs. Supportive arguments referring to this condition, stated by Fitria [6]that peer interaction is a key factor in promoting second language learning. It enables learners to collaboratively explore L2 to solve linguistic problems.…”