Some benefits of peer–peer interaction: 10-year-old children practising with a communication task

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Abstract
This paper explores peer–peer interactions of children using a spot-the-differences task in an EFL context in Hungary. The children were asked to practise with several sets of similar spot-the-differences tasks and the analysis focuses on the observable changes from the first to the last repetition. After the task performances were recorded, the children were invited to watch their first and last performances and comment on the changes they noticed in an interview. Both the analysis of their dialogues performing the tasks and their reflections clearly indicate that peer–peer interactions with this age group at a very low level of competence can bring various benefits and thus primary language teachers could consider introducing similar communication tasks with children with some confidence.

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