Giving and receiving advice in computer-mediated peer response activities

Authors

  • Mei-Hsing Tsai National Tsing Hua University
  • Celeste Kinginger Pennsylvania State University

DOI:

https://doi.org/10.1558/calico.v32i1.25959

Keywords:

text-based computer-mediated communication, L2 peer response, conversation analysis, politeness strategies, advice and suggestions

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 mange 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 harmonious interpersonal relationships, offering compliments rather than straightforward advice.

Author Biographies

  • Mei-Hsing Tsai, National Tsing Hua University
    Mei-Hsing Tsai has recently received her Ph.D. from the Pennsylvania State University and teaches L2 writing courses at National Tsing Hua University in Taiwan. Her research interests include sociocultural theory, computer-mediated communication, peer interaction and cognitive linguistics.
  • Celeste Kinginger, Pennsylvania State University
    Celeste Kinginger is Professor of Applied Linguistics and French at the Pennsylvania State University, where she is involved in the education of language teachers and researchers in language education. She is the author or editor of several book-length projects on language learning in study abroad as well as numerous articles on sociocultural aspects of technology-enhanced foreign language learning.

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Published

2014-12-08

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How to Cite

Tsai, M.-H., & Kinginger, C. (2014). Giving and receiving advice in computer-mediated peer response activities. CALICO Journal, 32(1), 82-112. https://doi.org/10.1558/calico.v32i1.25959

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