This study aims at investigating how the use of modality reflects pragmatic knowledge and its functioning in the context of peer feedback. It attempts to identify characteristic features of modality use by intermediate and advanced English language learners (ELLs), to examine the differences in the modality use patterns, if any, by comparing the two groups.

In the pursuit of this objective, a cross-sectional, developmental, mixed-method sequential-explanatory study was designed employing the following quantitative and qualitative data collection methods: background questionnaires to draw holistic profiles of participating ELLs with various ethnic backgrounds; min. of 50 peer feedback scripts by advanced and intermediate ELLs to look into a pattern of modality use by ELLs of both groups; questionnaires and four focus-group interviews of advanced group to explore the rationale behind identified modality use.

The focus of this in-progress-research presentation is the analysis of the quantitative data, namely, written peer feedback scripts by advanced and intermediate ELLs. Inherent to this discussion is the presentation of the way I used corpus tools and data to develop the categorization of modal devices, which serve as a foundation for the follow-up quantitative analysis.