The Role of Peer Interaction and Second Language Learning for ESL Students in Academic Contexts: An Extended Literature Review

This literature review explores the relationship between language proficiency and ESL students’ experiences in higher education contexts, with specific reference to the role of conversational peer interaction. The two major concerns that guide this review are (a) the academic challenges faced by students from an ESL background in relation to conversational interaction, and (b) the impact of conversational language proficiency on their overall academic experience. The studies reviewed in this project suggest that insufficient language proficiency results in several challenges for ESL students, most notably the inability to share their expertise and knowledge with their peers and participate successfully in classroom oral discussions. In addition, however, the literature suggests that language proficiency has a strong impact on the overall experiences of students and their abilities to navigate the social structures of the academic community and establish their own identity.