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Investigations into EFL Students’ Pragmatic and Grammatical Awareness through Peer Collaboration

Author

Listed:
  • Ethan Fu-Yen Chiu

    (Department of Applied English, National Chin-Yi University of Technology, Taichung 411030, Taiwan)

  • Yuan-shan Chen

    (Department of Applied English, National Chin-Yi University of Technology, Taichung 411030, Taiwan)

  • Hsuan-Yu Tai

    (Department of English, National Kaohsiung University of Science and Technology, Kaohsiung 824, Taiwan)

Abstract

Grounded in sociocultural theory, collaboration has been recognized as a useful teaching method. In English teaching, while a number of studies have examined the effectiveness of collaboration on grammar, research on pragmatic awareness is scarce. As such, this study explored how collaboration influenced, firstly, grammatical and pragmatic awareness and, secondly, error correction: the two major components in language competence. In this study, 32 Taiwanese English major juniors and seniors with CEFR B2 were recruited. These participants were required to work individually and collaboratively to identify pragmatic/grammatical errors, to rate the severity of the errors, and to correct these errors in a discourse completion task (DCT). The results revealed that peer collaboration achieved higher scores on error identification, severity ratings, and error correction than did individual work. The facilitative effects of collaboration may have been attributable to collaborative and expert–novice interaction patterns that showed a high degree of mutuality and equality during discussions. In conclusion, the findings showed that collaboration echoed the spirit of sociocultural theory, and could serve as a useful approach in English instruction, to create a sustainable learning environment in an EFL context such as Taiwan, where the national bilingual 2030 policy has been launched to require learners to develop life-long learning of English.

Suggested Citation

  • Ethan Fu-Yen Chiu & Yuan-shan Chen & Hsuan-Yu Tai, 2022. "Investigations into EFL Students’ Pragmatic and Grammatical Awareness through Peer Collaboration," Sustainability, MDPI, vol. 14(17), pages 1-18, August.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:17:p:10568-:d:896778
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    References listed on IDEAS

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    1. Tiaoyuan Mao & Shanhua He, 2021. "An Integrated Approach to Pragmatic Competence: Its Framework and Properties," SAGE Open, , vol. 11(2), pages 21582440211, April.
    2. Juan Carlos González-Salamanca & Olga Lucía Agudelo & Jesús Salinas, 2020. "Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review," Sustainability, MDPI, vol. 12(24), pages 1-17, December.
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