A cognitive framework for the development of speaking-reading skills: Can oral peer interaction enhance reading comprehension of authentic texts

The following study was conducted to test the hypothesis that interaction and negotiation of meaning among peers can enhance reading comprehension of authentic texts in a second language.; The study compared reading comprehension scores of 37 nonnative speakers (NNSs) of English placed at a high intermediate level in an intensive language program. There were three groups in which the subjects were randomly assigned to the following three conditions: (1) Unmodified reading text (native-like baseline) with no peer interaction, (2) Modified reading text (elaborated version of native-like baseline) with no peer interaction, and (3) Unmodified reading text with peer interaction.; It was found that comprehension, assessed by 5 open-ended questions and 15 multiple-choice test items, was highest among learners who had the opportunity to interact with each other. Their performance was significantly different from those who read the same text but had no interaction. However, it was not significantly different from those who read the modified version of the reading text. Likewise, students' video and audio-recorded group interaction shed light on interaction and negotiation of meaning among peers. Findings of the present study provide strong evidence that for students of at least intermediate levels of language proficiency, interacting with their peers over the content of an unmodified text effectively aids comprehension when they have a specific task to perform. Students were in fact capable of elaborating upon authentic text, displaying a variety of strategies that teachers can and must capitalize on. Finally, students' own positive perception about the usefulness of interaction across all groups further support current theoretical claims regarding the role played by interaction in facilitating second language comprehension.