The role of peer feedback to foster L2 pragmatics in telecollaboration projects: a case study

• Sofia Di Sarno-García ^[1] ; Ana María Gimeno-Sanz ^[1] ; Alicia Martínez-Flor ^[2]
  1. [1] Universidad Politécnica de Valencia

     Universidad Politécnica de Valencia

     Valencia, España

     
  2. [2] Universitat Jaume I

     Universitat Jaume I

     Castellón, España

     
• Localización: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, Vol. 24, Nº. 1, 2025, págs. 22-39
• Idioma: inglés
• DOI: 10.58859/rael.v24i1.644
• Títulos paralelos:
  • La función del feedback entre pares para fomentar la pragmática de la L2 en proyectos telecolaborativos: un estudio de caso
• Enlaces
  • Texto completo (pdf)
  • Texto completo
• Resumen
  • español

    La telecolaboración ofrece innumerables beneficios para el desarrollo de la competencia pragmática de los estudiantes de lengua y proporciona un entorno excelente para que los alumnos reciban feedback correctivo por parte de sus compañeros virtuales. No obstante, no se le ha dedicado la suficiente atención al papel fundamental del feedback en la telecolaboración. Este estudio se centra en el análisis de las interacciones entre un estudiante español y un hablante experto de inglés en un proyecto de telecolaboración. Los participantes realizaron seis juegos de rol diferentes en sesiones de videoconferencia síncronas en Zoom, cuyo objetivo era fomentar el uso de las disculpas en inglés por parte del estudiante español. Los resultados revelan que el hablante inglés proporcionó feedback a su compañero español en términos de corrección lingüística y adecuación pragmática. El análisis cualitativo del feedback fue triangulado con el análisis cuantitativo recabado del pre- y post-test, y el análisis de contenido de las estrategias utilizadas por el estudiante español para disculparse.

  • English

    Telecollaboration offers countless benefits to foster language learners’ pragmatic competence and provides an excellent setting for learners to receive corrective feedback from their virtual partners. Nevertheless, not enough attention is being paid to the crucial role of peer feedback in telecollaboration. This study thus focuses on the analysis of the interactions between a Spanish-speaking student and an expert speaker of English carried out in a telecollaboration project. The participants carried out six different role-plays in synchronous videoconference Zoom sessions, the aim of which was to elicit the Spanish student’s use of apologies in English. The results reveal that the expert speaker of English provided his Spanish partner with feedback in terms of linguistic accuracy and pragmatic appropriateness. The qualitative analysis of the feedback was triangulated with the quantitative analysis stemming from a pre- and post-test, and the content analysis of the strategies used to apologise by the Spanish speaker.

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