Giving and receiving advice in computer-mediated peer response activities

In synchronous computer-mediated contexts, peer-to-peer interaction at the microlevel has received little scrutiny.1 In applying a conversation analysis approach, this study scrutinizes the precise nature of peer-to-peer advice giving and receiving. In this process, an advice giver can be viewed at...

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Bibliographic Details
Published in:CALICO journal 2015-01, Vol.32 (1), p.82-112
Main Authors: Tsai, Mei-Hsing, Kinginger, Celeste
Format: Article
Language:English
Subjects:
Analysis
Asians
Celestes
College Students
Compliments
Computer Mediated Communication
Conversation
Educational research
English (Second language)
English Language Learners
Essays
Guidance
Help Seeking
Language
Methods
Nonnative languages
Novices
Peer Evaluation
Peer relations
Peer review
Second Language Learning
Social interaction
Study and teaching
Synchronous Communication
Writing Evaluation
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Summary:In synchronous computer-mediated contexts, peer-to-peer interaction at the microlevel has received little scrutiny.1 In applying a conversation analysis approach, this study scrutinizes the precise nature of peer-to-peer advice giving and receiving. In this process, an advice giver can be viewed at certain moments as more competent to evaluate a recipient's essay and to provide advice, while the recipient can be positioned as being less knowledgeable. Therefore, the present study focuses on the following research question: How did advice givers and recipients manage the asymmetrical participant roles inherent in L2 peer response? More specifically, this study explores the relationship between institutional roles and social relationships during advising episodes by investigating three single cases of dyadic pairs in an ESL university writing classroom. We show the ambiguity arising in interactions as novice advice givers attempt to balance criticism with the maintenance of harmonious interpersonal relationships, offering compliments rather than straightforward advice.
ISSN:0742-7778
2056-9017
2056-9017
DOI:10.1558/calico.v32i1.25959