Abstract
The purpose of the present study is to examine the effectiveness of pair work on students of different proficiency levels. Twenty Saudi female students, attending secondary school, have participated in the study Ten of them were high proficiency level (H) and ten were low proficiency level (L). Each participant was engaged in a speaking task twice; once with a partner of the same level and once with a partner of the opposite level. All tasks were audio recorded and transcribed. Results of the amount of the LREs and language practice revealed that, heterogeneous paring is effective in the multi-level classrooms
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