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An Analysis of Dyadic Interactional Patterns in Peer Reviewing Tasks in an ESL Language Classroom at a Malaysian Higher Educational Institute.

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Title: An Analysis of Dyadic Interactional Patterns in Peer Reviewing Tasks in an ESL Language Classroom at a Malaysian Higher Educational Institute.
Authors: Muthusamy, Paramasivam1, Farashaiyan, Atieh2 atieh.farashaiyan9@gmail.com, Prasad, Rabindra Dev1, Jahanbin, Peyman3, Pattanimuthu, Ananthi1, P Ramalingam, Hamsavathi A.1, Qihang, Fan1, Jing, Wang1, Xiaoling, Zhang1
Source: International Journal of Special Education. 2026 Special Issue, Vol. 41, p1102-1114. 13p.
Subject Terms: *Peer review of students, *English as a foreign language, *Second language acquisition, *Higher education, *Flipped classrooms, Dyadic communication
Abstract: Flipped learning has emerged as an innovative educational approach that is increasingly prominent in higher education. This study investigated the patterns of dyadic interaction between peer reviewers in an ESL classroom and examined students’ perceptions of the flipped language classroom. Ten Malaysian female ESL students participated in the study. TOEFL scores, instructional videos, audio recordings, and writing tasks were used as data collection instruments. The recorded peer-review dialogues were transcribed using the transcription system developed by Storch (2002). Among the identified patterns of interaction, the collaborative pattern was the most frequent. Four of the five pairs predominantly displayed a collaborative pattern, while the expert/novice pattern was the least frequent across all pairs. The findings indicate that students tended to focus primarily on surface-level errors during peer feedback, and their revision activities showed relatively limited engagement with macro-level aspects of writing. Likewise, it was reported that students tend to concentrate on surface-level textual features in assessing the writing and consequently, overlook global errors like content and organization. The findings of the present study can have some implications for both teachers and students. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: An Analysis of Dyadic Interactional Patterns in Peer Reviewing Tasks in an ESL Language Classroom at a Malaysian Higher Educational Institute.
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  Data: <searchLink fieldCode="AR" term="%22Muthusamy%2C+Paramasivam%22">Muthusamy, Paramasivam</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Farashaiyan%2C+Atieh%22">Farashaiyan, Atieh</searchLink><relatesTo>2</relatesTo><i> atieh.farashaiyan9@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Prasad%2C+Rabindra+Dev%22">Prasad, Rabindra Dev</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Jahanbin%2C+Peyman%22">Jahanbin, Peyman</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Pattanimuthu%2C+Ananthi%22">Pattanimuthu, Ananthi</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22P+Ramalingam%2C+Hamsavathi+A%2E%22">P Ramalingam, Hamsavathi A.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Qihang%2C+Fan%22">Qihang, Fan</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Jing%2C+Wang%22">Jing, Wang</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Xiaoling%2C+Zhang%22">Xiaoling, Zhang</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2026 Special Issue, Vol. 41, p1102-1114. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Dyadic+communication%22">Dyadic communication</searchLink>
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  Data: Flipped learning has emerged as an innovative educational approach that is increasingly prominent in higher education. This study investigated the patterns of dyadic interaction between peer reviewers in an ESL classroom and examined students’ perceptions of the flipped language classroom. Ten Malaysian female ESL students participated in the study. TOEFL scores, instructional videos, audio recordings, and writing tasks were used as data collection instruments. The recorded peer-review dialogues were transcribed using the transcription system developed by Storch (2002). Among the identified patterns of interaction, the collaborative pattern was the most frequent. Four of the five pairs predominantly displayed a collaborative pattern, while the expert/novice pattern was the least frequent across all pairs. The findings indicate that students tended to focus primarily on surface-level errors during peer feedback, and their revision activities showed relatively limited engagement with macro-level aspects of writing. Likewise, it was reported that students tend to concentrate on surface-level textual features in assessing the writing and consequently, overlook global errors like content and organization. The findings of the present study can have some implications for both teachers and students. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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        PageCount: 13
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      – SubjectFull: Peer review of students
        Type: general
      – SubjectFull: English as a foreign language
        Type: general
      – SubjectFull: Second language acquisition
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      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Flipped classrooms
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      – SubjectFull: Dyadic communication
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    Titles:
      – TitleFull: An Analysis of Dyadic Interactional Patterns in Peer Reviewing Tasks in an ESL Language Classroom at a Malaysian Higher Educational Institute.
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            – D: 07
              M: 01
              Text: 2026 Special Issue
              Type: published
              Y: 2026
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