High and Low Proficiency EFL Learners’ Attitudes Toward Homogeneous Versus Heterogeneous Pairing: A Qualitative Inquiry

Abstract

Generally, learners’ attitudes can significantly influence educational practices and policies. This qualitative study investigated high and low proficiency English as a foreign language (EFL) learners’ attitude toward homogeneous versus heterogeneous pairing in writing classrooms. A total of 72 Iranian EFL learners were categorized into high (H) and low (L) proficiency levels using the Oxford Quick Placement Test and divided into three groups: one heterogeneous group (H-L pairs, n=28) and two homogenous ones (H-H pairs, n=22 & L-L pairs, n=22). After 15 sessions of collaborative writing tasks, semi-structures interviews were conducted. Thematic analysis using NVivo software revealed that both high and low proficiency EFL learners perceived homogenous pairing more interesting and effective than heterogeneous pairing. Additionally, low proficiency learners preferred heterogeneous pairing more than their high proficiency counterparts. The findings offer valuable insights and implications for EFL educators and stakeholders in the education sector.