The Effect of L2 Proficiency on the Quantity and Quality of LREs and Writing Performance of Adolescent EFL Learners.
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| Title: | The Effect of L2 Proficiency on the Quantity and Quality of LREs and Writing Performance of Adolescent EFL Learners. |
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| Authors: | Bllaca, Nuhi1 (AUTHOR) nuhibllaca@gmail.com, García Mayo, María del Pilar2 (AUTHOR) mariapilar.garciamayo@ehu.eus |
| Source: | Instructed Second Language Acquisition. Jul2025, Vol. 9 Issue 1, p89-122. 34p. |
| Subject Terms: | *Language ability, *Collaborative learning, *Educational outcomes, *Limited English-proficient students, Social interaction |
| Abstract: | Collaborative writing (CW) provides opportunities for peer interaction and foreign and second language (L2) learning. However, the extent to which learners engage in peer interaction (operationalized as language-related episodes [LREs]) depends on their L2 proficiency. Research with adult learners has reported that higher proficiency learners outperform lower proficiency peers in terms of LRE production and outcome and the quality of texts produced. However, research on LREs and writing performance with adolescent English as a foreign language (EFL) learners is rather scarce. To bridge this gap, the present study examined the effect of learners' L2 proficiency on the number, type, and outcome of LREs as well as the quality of written text produced by 40 adolescent EFL learners (aged 13–14 years) completing a writing task in pairs. The study found that higher proficiency learners produced and resolved correctly more LREs and wrote texts of overall better quality than lower proficiency peers. In light of these findings, some pedagogical implications are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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