Analyzing Talk in ESL Peer Response Groups: Stances, Functions, and Content

TLDR

This study analyzes interaction during peer response in an authentic writing class. The authors analyzed transcripts of 27 response groups with the constant comparative method to identify reader stances and examined language functions and topics discussed during the sessions. The analysis identified four reader stance categories—authoritative, interpretive, probing, and collaborative—showing distinct patterns in language functions and content, and demonstrated that interactive peer response benefits students, especially through probing and collaborative stances that deepen understanding of the writing process.

Abstract

This study analyzes the interaction during peer response as it occurs in an authentic writing class. Transcripts of 27 response groups are analyzed using the constant comparative method (Glaser & Strauss, 1967) to identify reader stances and determine the characteristics of these stances. We identified four categories of reader stances—authoritative, interpretive, probing, and collaborative. We then analyzed the language functions and topics discussed during the response sessions. This analysis reveals interesting differences across the four stances in five function categories (Summarize Essay, Express Intention, Give Suggestion, Give Opinion, and Give Information) and in three content categories (Writing Process, Ideas, and Audience and Purpose). We conclude that interactive peer response offers benefits to the students. However, in the probing and collaborative stances, the writer is encouraged to articulate the intended meaning of the text, thereby clarifying, expanding, and shaping meaning. These two stances therefore engage students in a fuller understanding of the writing process.