A Comparative Study on the Effect of Homogeneous Versus Heterogeneous Pairing Types on Iranian High and Low Proficiency EFL Learners’ Writing Accuracy and Fluency

The current study examined the impact of homogeneous versus heterogeneous pairing types on Iranian high and low proficiency EFL learners' writing accuracy and fluency. A total of ۹۲ Iranian EFL learners, classified as high (H) or low (L) proficiency based on the Oxford Quick Placement Test (OQPT), were randomly assigned into three experimental groups: one heterogeneous group (H-L pairs, n=۳۲) and two homogenous groups (H-H pairs, n=۳۰ & L-L pairs, n=۳۴). Following the pretest, collaborative writing tasks were conducted within homogeneous and heterogeneous pairs during the treatment phase, followed by a posttest. The accuracy and fluency of the compositions were assessed using the proportion of error-free T-units to the total T-units and the average number of words per T-unit in a text, respectively. The results of a two-way multivariate analysis of covariance, univariate tests, and post-hoc comparisons revealed that different pairing types did not yield any significant difference in the writing accuracy of high proficiency learners. However, a significant difference was observed in their writing fluency. Furthermore, significant differences in writing accuracy and fluency were found between the homogeneous L-L and heterogeneous H-L groups among low proficiency learners. The study's findings hold strong theoretical and pedagogical implications, providing valuable insights for EFL educators and other stakeholders in the education sector.

کلیدواژه ها:

EFL writing ، accuracy ، fluency ، pair-work ، heterogeneous ، homogeneous ، high and low proficiency learner