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dc.contributor.authorLeontjev, Dmitri
dc.contributor.authorPollari, Pirjo
dc.date.accessioned2022-04-04T11:40:16Z
dc.date.available2022-04-04T11:40:16Z
dc.date.issued2022
dc.identifier.citationLeontjev, D., & Pollari, P. (2022). Guiding and assessing development of L2 writing process : the role of peer collaboration. <i>Innovation in Language Learning and Teaching</i>, <i>Early online</i>. <a href="https://doi.org/10.1080/17501229.2022.2058514" target="_blank">https://doi.org/10.1080/17501229.2022.2058514</a>
dc.identifier.otherCONVID_117537711
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/80474
dc.description.abstractThis study, informed by Vygotskian notion of mediation and reporting on a partnership between a researcher (the first author) and a teacher (the second author), aims at exploring how peers’ comments can inform teacher assessment and guidance of learners’ L2 (second/foreign language) writing. The participants were 19 L2 English learners in an upper secondary school in Finland. We largely focus on the notes that one pair of learners made on each other’s essays and how they responded to peer assistance. Triangulating these data with classroom observation and a questionnaire, we traced how learners co-constructed their understanding of how their texts can be developed. The foci and how the identified issues were addressed were similar within the groups but varied across them. The innovativeness of the activity lies in (1) the dialectical teacher-researcher partnership in which it was designed and which informed the analysis, simultaneously serving as teachers’ assessment of learners’ writing; (2) the learner notes serving as a source of information for the teacher and as a persistent mediational means for the learners. We discuss the findings with reference mediation and the dialectics of teaching, learning, and assessment, focusing on how teachers can use the information obtained from such notes.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesInnovation in Language Learning and Teaching
dc.rightsCC BY-NC-ND 4.0
dc.subject.othermediation
dc.subject.otherprocess writing
dc.subject.othersociocultural theory
dc.subject.otherclassroom assessment
dc.subject.otherL2 English
dc.titleGuiding and assessing development of L2 writing process : the role of peer collaboration
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202204042153
dc.contributor.laitosNormaalikoulufi
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosTeacher Training Schoolen
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn1750-1229
dc.relation.volumeEarly online
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysokirjoittaminen
dc.subject.ysokielen oppiminen
dc.subject.ysooppilasarviointi
dc.subject.ysovieraat kielet
dc.subject.ysoenglannin kieli
dc.subject.ysotoinen kieli
dc.subject.ysoprosessikirjoittaminen
dc.subject.ysovertaisoppiminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p2512
jyx.subject.urihttp://www.yso.fi/onto/yso/p24061
jyx.subject.urihttp://www.yso.fi/onto/yso/p7111
jyx.subject.urihttp://www.yso.fi/onto/yso/p30184
jyx.subject.urihttp://www.yso.fi/onto/yso/p2573
jyx.subject.urihttp://www.yso.fi/onto/yso/p17005
jyx.subject.urihttp://www.yso.fi/onto/yso/p9618
jyx.subject.urihttp://www.yso.fi/onto/yso/p21811
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/17501229.2022.2058514


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CC BY-NC-ND 4.0
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