Effects of proficiency differences and patterns of pair interaction on second language learning: collaborative dialogue between adult ESL learners

TLDR

The study examined how differences in second‑language proficiency within pairs and the patterns of their interaction affect L2 learning outcomes. Four core participants paired with higher‑ and lower‑proficiency non‑core learners completed a three‑stage task (pair writing, pair comparison, individual writing) followed by stimulated recall, and the resulting collaborative dialogues were analyzed for language‑related episodes, interaction patterns, and individual post‑test scores. Results showed that collaborative interaction patterns increased the frequency of language‑related episodes and improved post‑test performance, with higher scores achieved regardless of partner proficiency, indicating that proficiency differences do not necessarily impede peer assistance or L2 learning.

Abstract

This study investigated the effects of second language (L2) proficiency differences in pairs and patterns of interaction on L2 learning, making use of both qualitative and quantitative data. We designed the study in such a way that four different core participants interacted with higher and lower proficiency non-core participants. These learners engaged in a three-stage task involving pair writing, pair comparison (between their original text and a reformulated version of it) and individual writing. The core participants also engaged in a stimulated recall after the task. We analysed each pair's collaborative dialogue in terms of language-related episodes and patterns of pair interaction (Storch, 2002a) as well as each learner's individual post-test score. The findings suggested that the patterns of pair interaction greatly influenced the frequency of LREs and post-test performance. When the learners engaged in collaborative patterns of interaction, they were more likely to achieve higher posttest scores regardless of their partner's proficiency level. It seems that proficiency differences do not necessarily affect the nature of peer assistance and L2 learning.