Chinese students' perceptions of ESL peer response group interaction

This study investigated Chinese students' interaction styles and reactions to one particular pedagogic technique: peer response groups in ESL composition classes. In a microethnographic study, three peer response groups in an advanced ESL composition class were videotaped for 6 consecutive weeks. After videotaping, the interviewers met with individual Chinese-speaking (n = 3) and Spanish-speaking (n = 2) group members. The Spanish-speaking...