Investigating the merits of pair work on a text editing task in ESL classes

Abstract

Although the literature on language pedagogy encourages the use of pair work in the second language classroom, students sometimes seem reluctant to work in pairs, particularly on grammar-focused tasks. This study investigated the merits of pair work by comparing pair and individual work on an editing task and by analysing the nature of pair interaction. The study was conducted in four intact ESL tertiary classes. Students in class A completed the task in pairs and in class B individually. In classes C and D students were given the choice of completing the task in pairs or individually. In class A all pair talk was audio recorded. Analysis of the edited texts showed that there were no significant differences between the accuracy of tasks completed individually and those completed in pairs. Analysis of the transcribed pair talk showed that most pairs engaged actively in deliberations over language and tended to reach correct resolutions. Thus the results suggest that although pair work on a grammar-focused task may not lead to greater accuracy in completing the task, pair work provides learners with opportunities to use the second language for a range of functions, and in turn for language learning.