Languaging and learning in independent EFL study compared to collaborative pairwork

Abstract

Covid-19 has meant an increase in the time language learners spend doing tasks alone, either at home or in socially distanced classrooms once characterised by collaborative pairwork. The present classroom study compares independent language task performance with collaborative pairwork in terms of Language-Related Episodes (LREs) and the learning of topicalised forms. A mixed-methods analysis suggests that while individuals engage in LREs to a similar extent as each learner in dyads, the additive effect of two learners means greater languaging in pairwork. While LRE resolution and cognitive engagement does not differ significantly between the two settings, test scores suggest that forms focussed on individually are more memorable than those discussed dyadically. Pedagogical recommendations are proposed for both independent study and pairwork.