The Korean Association for the Study of English Language and Linguistics

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Korean Journal of English Language and Linguistics - Vol. 21

[ Article ]
Korea Journal of English Language and Linguistics - Vol. 21, No. 0, pp.189-210
Abbreviation: KASELL
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Received 15 Feb 2021 Revised 09 Mar 2021 Accepted 16 Mar 2021

모둠 활동에서 학습자간 상호작용과 외국어 학습과의 관계: 참여 정도와 언어 학습에 미치는 영향

Relationship between peer interaction in pair work and foreign language learning: level of engagement and implications for language learning
Youn-Hee Kim
Researcher, Korea Aerospace University (

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This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.


This study aims to investigate adult learners’ level of engagement while they interact with their peer, what factors influence peer interaction, and how the interactions have an impact on their English learning. Data were collected over a semester. In the first and fifteenth weeks, learners completed one version of text reconstruction tasks individually. In the second and fourteenth weeks, learners completed another version of text reconstruction tasks in pairs and all pair work was audio recorded. Questionnaires were conducted individually in the second and fifteenth weeks to elicit the learners’ perceptions of pair work. Analysis of pair talk data showed that in the second weeks, pairs mostly tended to show the evidence of limited engagement where one learner made a suggestion and the other simply repeated, acknowledged or did not respond to the suggestion. On the other hand, in the fourteenth week, pairs showed most evidence of elaborate engagement where learners actively deliberated and discussed language items. The reason of this change can be related to learners’ understanding of pair work, their willingness to engage, and the development of their relationship with their partner in a learning context. Analysis of learner performance suggests that elaborate engagement tended to be more facilitative of learning or consolidation for learners than limited engagement. However, the data also shows that the learning or consolidation did not appear to all learners. It might be related to English proficiency levels in pair, their collaborative relationship, and the level of tasks.

Keywords: pair work, peer interaction, collaborative relationship, learning context, English language learning

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