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L2 Proficiency Pairing, Task Type and L1 Use: A Mixed-Methods Study on Optimal Pairing in Dyadic Task-Based Peer

Lili Tian¹, Yan Jiang¹

¹School of Foreign Languages, Renmin University of China, Beijing, China.

Frontiers in Psychology

|July 5, 2021

Summary

Pairing English as a Foreign Language (EFL) learners by proficiency in dyadic tasks impacts language use. Low-proficiency learners used more of their native language (L1) when paired with similar-level peers, hindering meaning negotiation.

Keywords:

Chinese EFL learners L1 use L2 proficiency pairing negotiation of meaning peer interaction task type

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Area of Science:

Second Language Acquisition
Educational Psychology
Applied Linguistics

Background:

Task-based language teaching (TBLT) is prevalent in English as a Foreign Language (EFL) contexts.
Optimal learner pairing for dyadic tasks remains a key pedagogical concern for educators and researchers.

Purpose of the Study:

To investigate the effects of learner proficiency pairing (same-level vs. mixed-level) and task type on L1 use and interaction in Chinese EFL learners.
To analyze how different pairing strategies influence negotiation of meaning during dyadic speaking tasks.

Main Methods:

Thirty-six Chinese EFL learners were grouped into same-level (high-high, medium-medium, low-low) and mixed-level (high-low) pairs.
Participants completed two distinct speaking tasks: information-gap and opinion-exchange.
Quantitative analysis measured L1 use (words, turns), while qualitative analysis examined interactional episodes and negotiation of meaning.

Main Results:

Low-low proficiency pairs exhibited significantly higher L1 use compared to other pairing configurations across both task types.
Mixed-level (high-low) pairs generated more opportunities for negotiation of meaning than same-level (low-low) pairs.
The L1 served diverse functions within interactional episodes, particularly in mixed-level pairings.

Conclusions:

Learner proficiency pairing significantly influences L1 use and interaction patterns in EFL dyadic tasks.
Mixed-level pairing may foster greater negotiation of meaning, potentially enhancing language development.
Findings provide practical pedagogical insights for EFL teachers on optimizing learner pairings for effective language acquisition.