Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention

摘要: This study investigates the beliefs of second language learners regarding peer interaction and corrective feedback (CF) as well feasibility a intervention, aimed at changing those beliefs. The classroom intervention was designed to promote collaborative learning train provide CF each other. Participants were university-level in 4 required English classes Japan ( N = 167), assigned 1 treatment conditions. While all experimental given instruction, 2 training (prompts or recasts). Another class served control group. Questionnaires administered before after selected n 36) interviewed. quantitative (factor-analysis matched-samples t-tests) qualitative (grounded theory methodology) analyses revealed that, while held positive about from onset, facilitated trust their classmates resources, who displayed an increased willingness confidence providing CF. Also, classroom-specific variables emerged for be effective on development: environment social relationships between learners. [ABSTRACT FROM AUTHOR]