Investigations into EFL Students’ Pragmatic and Grammatical Awareness through Peer Collaboration

Grounded in sociocultural theory, collaboration has been recognized as a useful teaching method. In English teaching, while number of studies have examined the effectiveness on grammar, research pragmatic awareness is scarce. As such, this study explored how influenced, firstly, grammatical and and, secondly, error correction: two major components language competence. study, 32 Taiwanese juniors seniors with CEFR B2 were recruited. These participants required to work individually collaboratively identify pragmatic/grammatical errors, rate severity correct these errors discourse completion task (DCT). The results revealed that peer achieved higher scores identification, ratings, correction than did individual work. facilitative effects may attributable collaborative expert–novice interaction patterns showed high degree mutuality equality during discussions. conclusion, findings echoed spirit could serve approach instruction, create sustainable learning environment an EFL context such Taiwan, where national bilingual 2030 policy launched require learners develop life-long English.