Publication
Title
The mediating effect of instruction on pair composition in L2 revision and writing
Author
Abstract
The present study tests the effect of ability pairing in two instructional methods in L2 collaborative revision. Two continuous indices determine a pair: individual proficiency level, distance in proficiency between pair members (heterogeneity), and the interaction between both indices. Instructional methods tested are modelling and practising. Results show that the effect of pair composition depends on instructional strategies. In the Practising condition less proficient learners profit most from a heterogeneous ability pair, whereas more proficient learners are best paired homogeneously. In the Modelling condition no effect of pair composition factors was observed. This result illustrates that Modelling is a powerful instructional method for complex learning tasks like collaborative revision in L2 as it overrides some of the grouping effects which can be found in more traditional learning conditions.
Language
English
Source (journal)
Instructional science. - Amsterdam
Publication
Amsterdam : 2014
ISSN
0020-4277
Volume/pages
42:6(2014), p. 905-927
ISI
000343813600004
Full text (Publisher's DOI)
UAntwerpen
Faculty/Department
Research group
[E?say:metaLocaldata.cgzprojectinf]
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 10.12.2014
Last edited 31.07.2017
To cite this reference