Heterogeneous-Pairing Method in an Asynchronous Writing Classroom: Its Effects on Students' Writing Skills

DOI

10.2991/978-2-38476-120-3_8How to use a DOI?

Keywords

Heterogeneous-pairing method; Proficiency pairing; Heterogeneous pairs; High achievers; Low achievers; Asynchronous learning

Abstract

Extensive research has been carried out on proficiency pairing in recent years. However, those studies mostly focused on unpacking the benefits of the homogeneous pairing method, and the effectiveness of the heterogeneous pairing method in asynchronous settings has received little attention. This study explored the effectiveness of the heterogeneous pairing method in an asynchronous EFL writing classroom. This study employed a one-group pretest-posttest design that examined the writing performance of the same (individual) students on the pre-test and the post-test. Eighty-four Indonesian university students were involved in this study. The participants were assigned to compose three descriptive paragraph writings in dyads and then individually completed the pre-test and post-test via Google Docs. The data was analyzed using a paired sample t-test to see the differences in students' writing performance in pre-test and post-test. The results revealed that there was a significant difference in the quality of writing of students in the pre-test and post-test. Furthermore, it was witnessed that both high achievers and low achievers improved much better in the mean scores of writing post-test performance after working asynchronously with their heterogeneous pairs, implying that the heterogeneous pairing method benefited both low achievers and high achievers. Implications and limitations for further research are explored after the discussion of the data.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Faradila Masuara
AU  - M. Ridha Ajam
PY  - 2023
DA  - 2023/09/28
TI  - Heterogeneous-Pairing Method in an Asynchronous Writing Classroom: Its Effects on Students' Writing Skills
BT  - Proceedings of the 4th International Conference on English Language Teaching (ICON-ELT 2023)
PB  - Atlantis Press
SP  - 71
EP  - 79
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-120-3_8
DO  - 10.2991/978-2-38476-120-3_8
ID  - Masuara2023
ER  -