Giving and receiving advice in computer-mediated peer response activities

Mei Hsing Tsai, Celeste S. Kinginger

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

In synchronous computer-mediated contexts, peer-to-peer interaction at the micro-level 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 har-monious interpersonal relationships, offering compliments rather than straight-forward advice.

Original languageEnglish (US)
Pages (from-to)82-112
Number of pages31
JournalCALICO Journal
Volume32
Issue number1
DOIs
StatePublished - Jan 1 2015

Fingerprint

recipient
conversation analysis
interaction
micro level
criticism
classroom
university
Peer Response
Recipient
Peers
Asymmetrical
Compliments
Criticism
Peer Interaction
Interpersonal Relationships
Novice
Conversation Analysis
Participant Roles
Interaction
Social Relationships

All Science Journal Classification (ASJC) codes

  • Education
  • Language and Linguistics
  • Linguistics and Language
  • Computer Science Applications

Cite this

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Giving and receiving advice in computer-mediated peer response activities. / Tsai, Mei Hsing; Kinginger, Celeste S.

In: CALICO Journal, Vol. 32, No. 1, 01.01.2015, p. 82-112.

Research output: Contribution to journalArticle

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