Examining learning opportunities and perceptions of Latin American ESL learners in varying proficiency‐level groups

Abstract

Learner‐to‐learner (peer) interaction has been integral to the second language (L2) classroom since the advent of communicative‐oriented pedagogies. Despite the well‐documented benefits of peer interaction, the extent to which learners benefit may be impacted by a range of factors, particularly their peers’ proficiency levels. Yet studies on the influence of peers’ proficiency have shown contradictory findings and are extensively focused on pairs rather than small groups. Furthermore, although low‐proficiency (LP) learners experience greater impacts from interaction with peers of different proficiency levels, their interactional patterns and perspectives are underexplored. This study investigates how six Latin American learners of English (core learners) co‐created learning opportunities as they interacted with non‐core learners (n = 33) in three proficiency small‐group interactions. A total of 18 group interactions were analysed for language‐related episodes (LREs) and turn‐takings. The results showed that core learners’ (CLs) LREs and turns diminished as their peers’ proficiency increased. However, fewer incorrect LRE resolutions were found when CLs were grouped with high‐proficiency (HP) peers. The CLs also perceived the interaction with HP peers as challenging but important for their L2 development. Additionally, aside from the proficiency level, CLs acknowledged the importance of their peers’ positive attitudes for the success of their interactions. These findings provide important insights into employing mixed‐proficiency groups to create more optimal learning conditions, particularly for LP learners.