Get started
Work

Comparing the Impact of Homogeneous and Heterogeneous Pairing Types on Iranian High and Low Proficiency EFL Learners’ Writing Accuracy and Fluency

Year: 2025
Type: article
Abstract: 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 92 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=32) and two homogenous groups (H-H pairs, n=30 & L-L pairs, n=34). 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.
Authors: Aalaei, Negin, Ahamdi Azad, Shima, Nazari Bagha, Karim
Language: English
Open Access status: diamond
OpenAlex ID: W7082021917
FWCI:
Cites:
Cited by:
Related to: