Unveiling Student Perceptions Of Mixed-Proficiency Pairing Method In Asynchronous Writing Classroom Using Google Docs

Mengungkap Persepsi Siswa Terhadap Metode Mixed-Proficiency Pairing di Kelas Asynchronous Writing Menggunakan Google Docs

Abstract

Existing literature has shown an increased interest in elaborating proficiency pairing methods in L2 writing classrooms. Most of the studies looked at the quality of writing when students write collaboratively with same-ability partners (homogeneous pairing method) or mixed-proficiency partners (heterogeneous pairing method) in a face-to-face classroom setting. Scant research focused on unpacking student perception of working in mixed-proficiency pairing methods in an asynchronous learning context. This study set out to unveil student perception when they worked collaboratively in a mixed-proficiency pairing method (high-low) in an asynchronous writing classroom using Google Docs. Eighty-four participants were required to write three-paragraph writings in pairs and sit on pre-test and post-test independently. An open-ended questionnaire was after the post-test. The questionnaire covered five themes: degree of collaboration, enjoyment, usefulness of mixed-proficiency pairing, beliefs of working with different ability partners, and constraints. The findings pinpointed that most of the students perceived mixed-proficiency pairing positively. They further stated that they experienced great collaboration with their lower or higher-ability partners. Although some low achievers pinpointed some constraints during the collaborative work, most students admitted they enjoyed the collaboration. This study highlighted limitations and recommendations after data discussion.