Abstract

Global pioneers had done quite a lot of theoretical and pedagogical research on peer conflicts, among which they considered Second Language (L2) peer assessment, teachers’ assessment, and the classification and identification of conflicts. While few scholars stand in L2 collaborative writing classrooms in early attempts to witness the conflict dynamics that learners confront in producing peer feedback. Therefore, this study gathers data from a Chinese university and seeks to expose the dynamic development of the conflict in peer interaction and characterize the intragroup conflict phase model. It is of great reference value for teachers to enact much of the teaching design in China since the data was initially extracted from Chinese classrooms. Implications for teaching are addressed, along with recommendations for future research.

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