Peer corrective feedback as an opportunity for metalinguistic reflection in tandem telecollaboration

Authors

DOI:

https://doi.org/10.21283/2376905X.14.241

Keywords:

WRITTEN CORRECTIVE FEEDBACK, NATIVE/NONNATIVE PEER INTERACTION, METALINGUISTIC REFLECTION, CROSS-LINGUISTIC AWARENESS, ONLINE TANDEM

Abstract

This paper focuses on peer written corrective feedback (PWCF), a pedagogic device whose potential appears still underexploited in second language teaching in Italian schools and universities. Specifically, we aim to contribute to the body of research on the benefits of PWCF as a learning activity for the development of metalinguistic reflection in peer-to-peer native/non-native online communication. Using a sample of tandem interactions between US learners of Italian and Italian learners of English, we conducted a qualitative analysis of the explanations of linguistic phenomena provided by native speakers when commenting on errors after giving corrective feedback on their non-native partners’ pieces of L2 writing. The data analysis confirmed that the feedback-discussing tasks pushed native/non-native peers to actively reflect on both source and target language, engaging in metalinguistic discussions and utilizing cross-linguistic knowledge.

Author Biographies

Francesca La Russa

Francesca La Russa holds a PhD in Applied Linguistics. Her research interests include second language acquisition and teaching with a focus on Italian as a second language, corrective feedback, and task based language teaching.

Elena Nuzzo, Università Roma Tre

Elena Nuzzo is Associate Professor of Applied Linguistics at Università Roma Tre. She teaches and researches in the fields of second language acquisition and teaching, with a focus on Italian as a second language. Her main research interests are the applications of speech act theory to second language learning and cross-cultural communication, and task based language teaching.

Published

11/20/2021

How to Cite

La Russa, F., & Nuzzo, E. (2021). Peer corrective feedback as an opportunity for metalinguistic reflection in tandem telecollaboration. EuroAmerican Journal of Applied Linguistics and Languages, 8(2), 87–104. https://doi.org/10.21283/2376905X.14.241

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Research Articles

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