Notes on Storch (2007) and pair work

Storch, N. (2007). Investigating the merits of pair work on a text editing task in ESL classes. Language Teaching Research, 11, 143–159.

While the merits of group-work in second language classrooms has already been established, this study aims to address the gap in research comparing small group with individual work. The three research questions of the study are as follows:

1) Do learners working in pairs complete an editing task more accurately than learners who complete the task individually?
2) What is the nature of the learners' talk when working in pairs on an editing task?
3) Do learners reach grammatically correct decisions when deliberating over grammar?

For the study, four intact, upper-intermediate ESL classes at an Australian university were employed. Class A completed an editing task in pairs while students in class B completed the task individually. To investigate whether students prefer working on grammar-based tasks in pairs, students in classes C and D were given the option to work individually or with a partner. The task itself called for editing an authentic piece of writing (done by an ESL student from a previous session) that was manipulated to contain 19 error items typical of students at this level.

The results show a slight increase in accuracy for students working in pairs (who, on average, took longer to complete the task and made more amendments to the text), but the difference is not statistically significant. While the difference in mean scores with regard to those students who had the option to work alone or with a partner is greater — accounted for, perhaps, by higher motivation — it, too, is not statistically significant. This may not seem like a strong sell to encourage more group work in the second language classroom, but the study also finds that weaker students in particular may be at a disadvantage when working alone, and that pair work seems to provide learners with the most opportunities to engage interactively with the language and initiate self-repair.

Compared to other studies I've read, this one was relatively straightforward and rather pleasant to read, actually. It was of particular interest as I promote a lot of group work in my own classes, and it was nice to be reminded of the real benefits to learners that derive from this type of activity — even if the study itself didn't turn up significant evidence in favor or group work on the whole. Again, this is only one study.

As for it's usefulness for this class, I would have to say that there isn't a great deal pertaining to error correction per se, and therefore give it a gentle 'thumbs down'. If you want more evidence of why pair work is effective for certain learners dealing with a certain task type, I'd say give it a look over; otherwise, I think you'll be satisfied with the summary of research results stated above.