Languaging and learning in independent EFL study compared to collaborative pairwork

Covid-19 has meant an increase in the time language learners spend doing tasks alone, either at home or socially distanced classrooms once characterised by collaborative pairwork. The present classroom study compares independent task performance with pairwork terms of Language-Related Episodes (LREs) and learning topicalised forms. A mixed-methods analysis suggests that while individuals engage LREs to a similar extent as each learner dyads, additive effect two means greater languaging While LRE resolution cognitive engagement does not differ significantly between settings, test scores suggest forms focussed on individually are more memorable than those discussed dyadically. Pedagogical recommendations proposed for both