EFL Learners' Proficiency Differences and Their CMC Interaction in Symmetrical and Asymmetrical Convergent Tasks

Abstract

This study examined the impact of EFL learners' proficiency differences on their CMC interaction in two types of tasks. First, 114 university students were divided into three pairs: the higher proficiency learner (H)-lower proficiency learner (L) pair, the H-H pairs, and the L-L pair. Each pair performed a symmetrical convergent task. Second, they were split into four pairs: the higher proficiency sender (HS)-lower proficiency receiver (LR) pair, the lower proficiency sender (LS)-higher proficiency receiver (HR) pair, the HS-HR pair, and the LS-LR pair. Each type of pair completed an asymmetrical convergent task. In the symmetrical convergent task, the L in the H-L pair generally surpassed the L in the L-L pair in fluency and adequacy. In the asymmetrical convergent task, the LR in the HS-LR pair generally surpassed the LR in the LS-LR pair in fluency.