The effect of proficiency pairings on EFL students’ writing ability in genre based approach context

Ani Susanti, Utami Widiati, Bambang Yudi Cahyono


This study aims to know if students who work in heterogeneous (HET) pairs have significantly better writing ability than those who experience working in homogenous (HOM) pairs. This study involved two intact classes that consist of 40 EFL students taking the Intermediate Reading and Writing course in the English Education Department in one of the large private universities in Indonesia. This study employed a causal-comparative design and lasted for twelve meetings including pretest and posttest. During the treatment, students in HOM Class experienced collaborative writing with students who have relatively similar English proficiency test scores, while students in HET Class experienced collaborative writing with students who have different English proficiency test scores. The data were collected through writing pretest and posttest. The data were analyzed using descriptive statistics and Mann Whitney to compare the students’ post-test scores. The findings show that both high and low proficiency students who experience collaborative writing in homogenous proficiency pairings have better writing ability than those who experience collaborative writing in heterogeneous proficiency pairings. This indicates that pair collaboration can support language learning more optimally when there are no large proficiency gaps among pairs.


Proficiency Pairings; Collaborative Writing Tasks; EFL Students’ Writing Ability


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