Peer Collaboration with English as a Second Language Students: A Qualitative Case Study
This qualitative study is influenced by interpretive methodologies, discussed by Denzin and Lincoln (2000) and other qualitative researchers, wherein the situations that are analyzed are not discovered, but created through interpretations. The research entailed observing my university ESL writing class more closely, keeping a reflective teaching journal, and investigating the strategies students used in peer collaboration sessions, as well as students' reflections about peer collaboration, culture, and writing processes. I collected information from many students in this advanced ESL composition class, and then focused more closely on two students in interviews. This is an instrumental case study, discussed by Robert Stake (2000). In such a case, the researcher has questions in mind and selects respondents based on their unique, unusual possibility to address these questions. The results indicate that peer collaboration is helpful for students in a number of ways.
Colleen Soares (United States)
English Foundations Program, Center for English Language Programs
Hawaii Pacific University
I have been teaching ESL in American Samoa, Oregon , and Hawai’i for 20 years. Currently Assistant Professor at a large private university in Hawai’i, and working on a Ph.D. in education, with emphasis in English as a second language. Research interests include program evaluation, qualitative needs assessment, assessment of writing, and developing curriculum.
(Virtual Presentation, English)