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Author’s Chair (AC) is designed as the ultimate step for students to receive positive responses from their peers. Previous research indicates that such responses can enhance the ability of students to build communication and collaboration skills, better understand their writing strengths and weaknesses, and even apply what they have learned to their own writing. Align with this previous view, this presentation viewed AC as a space and time for students to navigate their final written texts with their peers. This presentation reports on how Taiwanese EFL (English as a Foreign Language) university students created dialogical conversations via AC over their final written texts, and how such students gauged AC as a medium to enhance their learning. 20 Taiwanese freshman students took part in this study, and two types of data were collected, including transcripts of 10 AC sessions and 20 responses to an open-ended questionnaire. Three approaches (open, detailed and selective) were used to ascertain the meaning of the data. Three aspects on dialogic conversations, savoring, reviewing, and challenging, were generated for further discussion. Two aspects, the author’s and reader’s stances, were used to illustrate how these students perceived AC as a medium to enhance their EFL learning. The findings indicate that by engaging in dialogical conversations with peers via AC, students were transformed into active feedback seekers and critical assessors; students’ ownership and reader awareness were also promoted, while their fear and reluctance to write and talk about their writings were ameliorated. Some pedagogical implications generated from the study are also addressed.

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Feng-ming Chi (Taiwan) 10630
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