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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

This study examined the&nbsp;performance of university foreign language learners on a writing task by&nbsp;comparing paired work (n = 50) against individual work (n = 50).&nbsp;Data were collected based on three aspects of learners’ task engagement:&nbsp;behavioral (time spent working on the task, number of words written),&nbsp;linguistic (English writing scores), and affective (attitudes toward the task).&nbsp;The results showed that (1) all participants worked on the task for the same&nbsp;amount of time and produced a similar number of words, (2) texts written by&nbsp;pairs were similar to and as accurate/fluent as those written individually, and&nbsp;(3) learners who worked in pairs evaluated the task more positively than did&nbsp;those who worked individually. A more detailed examination using cluster&nbsp;analysis revealed that while there was generally a positive relationship&nbsp;between each aspect of task engagement, a trade-off might occur depending on&nbsp;the situation, and one aspect might mediate the effect of others. In addition,&nbsp;by examining the differences between a successful and a less successful pair,&nbsp;this study provides pedagogical implications in relation to the use of pair&nbsp;work activities in the language classroom.

Are Two Heads Better than One? Comparing Engagement between Pairs and Individuals in an L2 Writing Task

Original Research 

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