| Summary: | Read-aloud editing aims to engage both the reader and the writer to negotiate meaning and negotiate form with the aim to self- and peer-repair. This study was divided into a three-fold focus: (1) examining feedback types, (2) examining categories of repair and (3) examining patterns of dyadic interaction (Storch, 2002). Two read-aloud editing sessions of 15 intermediate-level adult English as a second language learners (ESL) were audio-recorded and transcribed for quantitative and qualitative analysis. The results reveal that reformulations as a feedback type led to more learner repairs, whereas prompts led to more "metatalk" (Swain, 1998). Peer readers initiated and repaired more than writers and errors pertaining to incorrect grammar form tended to be repaired over other types of errors. Social relationships between the peers changed depending on how learners assumed their roles in the pairs. The findings suggest that read-aloud editing helps learners notice incongruities in their writing and find solutions by talking about writing (Nystrand, 1986).
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