Exploring how peer dialogue during the pre-writing stage can develop young second language learners' writing skills

Abstract

Writing is inherently social and is informed by our interactions with and understanding of others. Drawing on the social-cultural theory, students’ learning can be enhanced through peer collaboration and support of which they can act as experts to scaffold one another.

The central aim of this research was to explore the effectiveness of peer-dialogue at the pre-writing stage on the development of writing skills. Using action research, this study was conducted in a local Hong Kong primary school with second language learners (ESL) from Primary 6. Six students (paired) were targeted for this small scale research whereby their peer dialogue was audio recorded. Content analysis was used to analyze the audio transcriptions, ideas generated which was scribed on a graphic planner and learners’ writing samples. The research identified recurring patterns of strategies such as peer collaboration and peer tutoring which facilitated students in joint construction of ideas and solving linguistic problems. Preliminary and post-interview data was also collected to understand learners’ perceptions on peer dialogue. The findings revealed that low proficiency ESL benefited the most in providing evaluative feedback during peer dialogue which developed their writing skills. The study also suggested that level of writing abilities be taken into consideration for high proficiency ESL learners to take part dynamically in peer dialogue.