Teacher-Assisted vs. Peer-Assisted Performances and L2 Development: A Mixed Methods Approach

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SADRI ELHAM; TAHRIRIAN MOHAMMAD HASSAN

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Journal Paper

Paper Information

Journal: JOURNAL OF RESEARCH IN APPLIED LINGUISTICS Year:2018 | Volume:9 | Issue:1 Page(s): 3-28

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Information Journal Paper

Title

Teacher-Assisted vs. Peer-Assisted Performances and L2 Development: A Mixed Methods Approach

Author(s)

SADRI ELHAM | TAHRIRIAN MOHAMMAD HASSAN | Issue Writer Certificate

Keywords

Assisted Performance

Teacher-Provided Assistance

Peer-Provided Assistance

Sociocultural Theory

L2 Development

Abstract

The present study compared the impact of teacher-provided and peer-provided oral assistance in the acquisition of English wh-question forms. Participants were 90 female Iranian EFL learners who constituted the 3 groups of the study: teacher-assisted, peer-assisted, and a control group. Participants in the experimental groups received assistance either from the teacher or a peer during task-based performances to make wh-questions, whereas those in the control group performed the same tasks with no assistance. The study took a mixed-methods design. Results from the quantitative pre/posttest analysis showed that both teacher-assisted and peer-assisted groups significantly improved in receptive and productive knowledge of the L2 forms compared to the control group, but no significant difference was observed between the 2 groups' degree of language development. Results of the qualitative microgenetic analysis revealed that the peer-assisted group outperformed the teacher-assisted group at the first 2 time points of the experiment. The finding that Peer-Provided Assistance was effective with equal or greater benefits as compared to the teacher-assisted group calls into question the traditional belief that L2 learners are incapable of assisting peers in EFL classrooms.

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APA: Copy

SADRI, ELHAM, & TAHRIRIAN, MOHAMMAD HASSAN. (2018). Teacher-Assisted vs. Peer-Assisted Performances and L2 Development: A Mixed Methods Approach. JOURNAL OF RESEARCH IN APPLIED LINGUISTICS, 9(1), 3-28. SID. https://sid.ir/paper/981177/en

Vancouver: Copy

SADRI ELHAM, TAHRIRIAN MOHAMMAD HASSAN. Teacher-Assisted vs. Peer-Assisted Performances and L2 Development: A Mixed Methods Approach. JOURNAL OF RESEARCH IN APPLIED LINGUISTICS[Internet]. 2018;9(1):3-28. Available from: https://sid.ir/paper/981177/en

IEEE: Copy

ELHAM SADRI, and MOHAMMAD HASSAN TAHRIRIAN, “Teacher-Assisted vs. Peer-Assisted Performances and L2 Development: A Mixed Methods Approach,” JOURNAL OF RESEARCH IN APPLIED LINGUISTICS, vol. 9, no. 1, pp. 3–28, 2018, [Online]. Available: https://sid.ir/paper/981177/en

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