Interaction among proficient learners: Are input, feedback and output needs addressed in a foreign language context?

As a consequence of methodological changes in the classroom environment, le arners are increasingly becoming each other's principal interlocutors and r esource for language learning. This study asked whether the interaction bet ween proficient EFL learners could address their needs for L2 input and for feedback focused on form in ways that interaction with native speakers (NS s) has been shown to do. The interaction of seven dyads of proficient EFL l earners was compared with that of seven dyads of learners and NSs on two co mmunication tasks. Results of the comparison revealed few differences betwe en the two groups with respect to their patterns of interaction as neither pairing displayed difficulty in comprehending the meaning of each other's m essages and, therefore, did not interact through the negotiation of meaning . Other interactional patterns, such as scaffolding and repairs, were used by proficient EFL learners.