The Effect of Mixed and Matched Level Dyadic Interaction on Iranian EFL Learners’ Comprehension and Production of Requests and Apologies

摘要: Drawing upon sociocultural theory of Vygotsky, the current study aims to investigate effect dyadic interaction in mixed and matched level proficiency pairings on comprehension production request apology speech acts. The participants were 125 EFL learners who randomly assigned control experimental (interaction) groups. Based their scores pretest including a pragmatic listening test an Oral Discourse Completion Test (ODCT), those groups (H-L) (H-H L-L) dyads. Both received metapragmatic instruction acts; however, engaged collaborative problem-solving tasks acts for nine sessions. Following treatment, posttest was administered, results which revealed outperformance compared with group. Moreover, dyads found outperform counterparts both measures findings have pedagogical implications L2 teachers practitioners how best pair activities.