FROM COLLABORATIVE WRITING TO READING COMPREHENSION (A pilot study on form focus as a means to enhance reading comprehension in ESP classes)

Abstract

This paper reports the data from a qualitative pilot study involving four ESP students from a private English course in Vitória, ES. With the purpose of investigating how collaborative dialogue (Swain, 2000) which includes peer-feedback during a writing task enhances reading comprehension in English, this study constitutes the first stage of my Master’s Degree dissertation research. Besides my personal interest that originates from my experience as an ESP teacher, I believe this investigation can provide us, language teachers, with some insights not only into the process of reading comprehension in English specifically, but also into the ESP teaching/learning context in general.