Using Peer Groups to Assist Nonnative Speakers
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Research on English as a Second Language (ESL) has indicated that the use of peer groups can be effective in assisting nonnative speakers in the development of English writing skills. Bell (1991), for example, conducted a study in which adult students responded positively to the use of peer response groups in ESL writing classes (p. 70). Rothschild & Klingenberg (1990) likewise found positive results for the use of peer evaluations in adult ESL writing classes (p. 63). Other studies have shown the benefits of using peer groups for teaching ESL to younger students. Johnson (1988), for example, has claimed that language is primarily learned through interaction and that ESL children need to interact with English-speaking classmates "in order to develop a native-like control of that language" (p. 155). This paper will seek to support the hypothesis that peer groups are useful in developing writing skills among ESL students. Much of the research on this topic has focused on the development of conversational skills. However, it will be seen that this research also applies to the development of writing skills. In addition, much of the research has focused on ESL classes at the adult or elementary school levels. However, it will be seen that this research applies to the secondary school level as well. Johnson (1988) has shown the importance of peer interaction in the development of conversational skills. She has also noted that "while our research dealt with spoken langu
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their own work. Such evaluations enable the students to learn from their own mistakes. This type of experiential learning is important because it discourages students from simply imitating the comments which have been made by their teachers. Instead, it encourages the students to develop real skills for self evaluation which can be applied to the world outside the classroom as well.
Rothschild & Klingenberg warn that there are negative as well as positive aspects attached to this approach. For example, it is noted that ESL students are often "cautious about the value of peer feedback as a source of aid in revising their writing" (p. 54). The reasons for this caution are related to the perceptions that non-native students have toward their native speaking peers. Thus, non-native speakers may be inhibited in accepting the advice of their peers because of such factors as "lack of expertise, faulty corrections and fear of hurting each other's feelings" (p. 54). Despite these possible difficulties, however, Rothschild & Klingenberg emphasize that ESL students in peer evaluation programs tend to be "more inclined to comment on the advantages than on the disadvantages" (p. 54). This view is further supported by the research of
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Approximate Word count = 1657
Approximate Pages = 7 (250 words per page)
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