Attainment Pairing Effects on Cognitive Conflict in Technology‐enhanced EFL Cooperative Tasks
International Journal of Applied Linguistics, Volume 36, Issue 2, Page 1594-1605, May 2026.ABSTRACT This study examines how attainment pairing (high‐high versus high‐low versus low‐low attainment) impacts English as a Foreign Language (EFL) learner engagement during technology‐enhanced cooperative writing tasks. Seventy‐eight Chinese university learners formed 39 dyads (13 pairs per group) via Tencent Meeting.
Ying Liu, Allen Thurston
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