The Role of Linguistic Background in Interaction: A Comparison of Mixed and Matched Second Language and Heritage Language Learner Dyads

Despite the growing number of heritage language (HL) learners in courses, interaction between second (L2) and HL has not been fully explored research, thus, it still remains unclear whether mixed (L2-HL) or matched (L2-L2, HL-HL) dyads are more beneficial for learning. This study investigates three possible dyad types differ terms form-focused episodes (FFEs) that arose while worked together, as well learning gains a result interaction. Research questions were addressed by analyzing audio-recorded interactions eight L2-L2, HL-HL, L2-HL engaged collaborative writing task, texts produced learners. Learning assessed through incorporation linguistic information from FFEs immediate two-week delayed post-treatment individual tasks. There no differences regarding total FFEs, but differed with respect to focus resolution FFEs. Moreover, greater than dyads, suggesting working peer similar background proficiency might be both L2