Source 1: Watanabe, Yuko & Swain, Merrill. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research. 11. 121-142. 10.1177/136216880607074599.
This article explores the effect of proficiency differences and patterns of interactions of adult ESL learning through collaborative dialogue and post-test performance.
Although this article does not have a direct correlation with the Two-Stage-Exam it does explore the realm of collaboration between students and its influence on the overall learning of ESL students. This paper may aid me in my search for how to implement collaborative learning and testing of students whose first language is not English and see if it is worth investing time into it.
Source 2: Peters, S. U. (2015). Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9426
This article is a research paper where the effectiveness of collaborative assessment preparation in the overall achievements of the students. The paper also considered various factors such as students' level and proficiency in the language.
Although this article does not line exactly with my area of study, it does highlight the effect of the collaborative nature of the study in relation to second language learners that I hope to learn something that could benefit students in the Two-Stage Assessment as well.
