خلاصه ماشینی:
"g. , Pica, Young & Doughty, 1987) has shown that, if careful attention is paid to the tasks used, and the strategic grouping of students in terms of gender, familiarity, and L2 proficiency, small group work provides learners with opportunities to give and receive feedback.
Almost little research has documented how learners with different language proficiency levels interact with each other, and whether homogenous groups and pairs are more advantageous than heterogeneous ones.
Pair work and collaborative activities, if proved to be effective in improving the learners’ language related skills, can be employed in EFL classes as a powerful and lively means to increase the learners’ L2 communicative competence in general and their writing skill in particular.
The study specifically aimed to answer the following questions: 1) Does collaborative interaction between the pairs of the homogeneous group (G-Hom) lead to a difference between the participants’ pretest-posttest writing scores?
2) Does collaborative interaction between the pairs in the heterogeneous group (G-Het) lead to a difference between the participants’ pretest-posttest writing scores?
The finding that the differences among the three posttests were not statistically significant both in G-Hom and G-Het suggests that the pair work affected the participants’ scores to a certain extent so that there was no further increase from the Picture Description task to the next two posttest tasks though the participants had more interaction between the tasks.
Effects of proficiency differences and patterns of pair interaction on second language learning: collaborative dialogue between adult ESL learners."