• Iris

  Author

• Mak Ngan Leng

  Author

Pair-work patterns demonstrated by English language learners were being identified as 1) collaborative, 2) dominant/dominant, 3) dominant/passive, and 4) expert/novice. Related studies reported that collaborative pattern was the most beneficial and yet pair work activity might not necessarily be helpful and effective in a language classroom. The present study explored the dyadic patterns and learners’
perception via pair work. Fifty adults from beginning level English conversation classes were examined over an 8-month period. Learners were randomly paired up to work on in paired tasks during which their dialogues were recorded. In addition, questionnaire and interviews were conducted to reflect their perceptions on pair work and its
influence on L2 learning. Results showed that collaborative pattern were prevalent in adult learners and a passive/passive pattern which would change to a collaborative one over time was found. More importantly, learners reported that they would adjust their
roles to fit in and to achieve the required task—one would shift from a dominating role to an active partner in response to a more collaborative context that facilitates learning. This inferred that even a passive partner was able to partly contribute and that further explained an identified active/passive (less active) interaction pattern
rather than a dominant/passive one among adult EFL learners. In terms of comments on paired task, all participants claimed it useful in L2 learning and 90% of them credited the improved confidence to pair work activity. The researcher proposed three adult EFL pair-work patterns that revealed the population’s distinct features. 

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