Exploring patterns of interaction, LREs and writing performance of adolescent EFL learners

Abstract Learners completing writing tasks in pairs or small groups engage in peer interaction, operationalized as language-related episodes (LREs), which seem to facilitate second or foreign language (L2) acquisition. Multiple studies have shown that the patterns of interaction learners form during collaborative language tasks affect the frequency, nature, and outcome of LREs, as well as the quality of the written texts. However, most findings come from studies involving young and adult learners of English as a foreign or a second language (EFL/ESL), whereas research with adolescent EFL learners (aged 13–15) remains scarce. Given the widespread presence of L2 instruction in compulsory education and adolescents’ unique developmental traits, further research is crucial. This study addresses this gap by examining the patterns of interaction, the number, type, and outcome of LREs, and the written texts produced by 60 adolescent EFL learners (aged 13–14) completing a writing task in pairs. Results showed that adolescent learners formed predominantly collaborative patterns of interaction, followed by expert/novice, dominant/dominant, and dominant/passive. Additionally, the pairs with collaborative orientation produced and correctly resolved more LREs and created higher quality texts, measured through global evaluation rubrics. These findings underscore the importance of fostering collaborative pair work in L2 classrooms to enhance peer interaction, LREs, and writing quality.