BUILDING L2 COMPREHENSION THROUGH PEER INTERACTION

Applied Linguistics

This study investigated how peer interaction aided with authentic video clip can help Grade 10 learners in improving second language (L2) comprehension. Grounded on Vygotsky’s Sociocultural Theory, Krashen’s Input Hypothesis and Paivio’s Dual Coding Theory, this qualitative descriptive study explore how learners interacted with a video clip from the movie WALL E. The study employed purposive sampling on thirty (30) Grade 10 students from Del Carmen Memorial High School of Casiguran, Sorsogon. To achieve diverse interactional data, a heterogeneous group of participants with different L2 proficiency levels was selected. Thematic analysis of student interactions, reflection notes and group outputs were utilized as techniques of gathering data. The results reveal that peer interaction function as an essential social scaffold which enable the learners to transition from fragmented definitions to refined conceptual summaries by anchoring abstract themes in shared visual anchors. By utilizing five specific comprehension indicators, the analysis showed that peer interaction effectively lowers the affective filter. Nonetheless, the results indicate that learners face difficulties like gaps in language and cognitive overload while communicating complex ideas. To address these gaps, the Connected Minds instructional material featuring reflective moments, visual vocabulary cards and role-play kits were developed so academic vocabulary can be mapped onto corresponding cinematic images. The study concludes that while peer interaction effectively lowers the affective filter, structured pedagogical intervention is essential to transition learners from literal observation to higher order thematic reflection. It is recommended that L2 educators should prioritize active, multi-layered video instruction that emphasizes thematic bridging and strategic translanguaging to optimize acquisition.

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