Attainment Pairing Effects on Cognitive Conflict in Technology‐enhanced EFL Cooperative Tasks

ABSTRACT This study examines how attainment pairing (high‐high versus high‐low versus low‐low attainment) impacts English as a Foreign Language (EFL) learner engagement during technology‐enhanced cooperative writing tasks. Seventy‐eight Chinese university learners formed 39 dyads (13 pairs per group) via Tencent Meeting. Pair engagement was analyzed through cognitive conflict episodes (CCEs), focusing on their frequency, linguistic focus (lexical/grammatical), and resolution outcomes. Statistical analyses (ANOVA, Kruskal–Wallis) revealed that higher‐attaining pairs generated significantly more language‐related episodes (LREs), demonstrating more profound engagement in metalinguistic discussions. Lexical CCEs dominated across all groups (normally distributed), with high‐high and high‐low pairs prioritizing lexical elements, while low‐low pairs focused more on grammar. Cognitive conflict consistently prompted richer interactions and higher consensus rates. These findings highlight the critical role of strategic attainment pairing in optimizing cognitive engagement and suggest balancing homogeneous high‐attainment groups for linguistic focus with low‐low dyads for affective alignment in cooperative learning (CL) design.