The Effect of Partners' Gender during Peer Interaction Activities on Learning in EFL Classes

The Effect of Partners' Gender during Peer Interaction Activities on Learning in EFL Classes

Hamed, Mahsefat

This study investigated the merits of pairing learners into different genders in peer interaction activates, here the cloze activities, in EFL classes in Iran. The participants were twelve pre-intermediate EFL students learning English in a Foreign Language Institute. During two nine sessions, students worked together on cloze activities. To diminish the effect of peer interaction activates done during the course, first learners were paired in different sex for 10 sessions and for the last ten sessions they were put in to same sex pairs. They were given a pretest and a posttest in the tenth and twentieth session to find out the impact of gender in peer interaction activities. The results indicated that the learners who had participation with a partner of different sex during the pair and small group activities demonstrated improved production of target forms and their overall their performance significantly improved when they worked with a heterogeneous gender partner. The result of the participants' pretest and posttest was compared through Paired Sample T-Test the table below, the mean score of the learner's on their pretest was which shows a higher achievement compered to posttest in It reflects that the result of each pair's pretest and posttest as indicated in

Conference or Workshop Item
PeerReviewed

2012-05

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