Title
The mediating effect of instruction on pair composition in L2 revision and writing The mediating effect of instruction on pair composition in L2 revision and writing
Author
Faculty/Department
Faculty of Applied Economics
Publication type
article
Publication
Amsterdam ,
Subject
Psychology
Educational sciences
Source (journal)
Instructional science. - Amsterdam
Volume/pages
42(2014) :6 , p. 905-927
ISSN
0020-4277
ISI
000343813600004
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
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.
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