Volume 5, Issue 2
  • ISSN 2542-3835
  • E-ISSN: 2542-3843
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Grounded in the sociocultural theoretical framework, this study compared peer interaction among same-grade (similar proficiency) and different grade (different proficiency) pairs in terms of patterns of interaction established and learning opportunities that such interactions afford. The learners ( = 24) aged between 10 and 12 interacted with the and grade partners during common classroom lessons in two EFL classrooms. Findings reveal that grade matched pairs tended to establish patterns of interaction conducive to learning while different grade pairs tended not to. However, the relationship between patterns of interaction and learning opportunities is not clear-cut.


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  • Article Type: Research Article
Keyword(s): mixed-grade; patterns of interaction; sociocultural theory; young learners
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