The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction
Little is known about the effect of diverging pedagogies on the development of interactional oral skills in a foreign language. In a controlled study, we evaluated three newly developed instructional programmes that were situated in the same training context, but that differed in instructional focus and type of task. These were compared to the effects of business-as-usual instruction. Multilevel analysis revealed that all experimental groups outperformed the ‘business-as-usual’ control group on oral interaction skills (N = 199), with similar results for the programmes. Positive effects were found on interaction skills for trained contexts of use only. No transfer was found to tasks in other contexts of use. We conclude that receiving contextualised oral interaction instruction is beneficial to the development of pre-vocational learners’ interaction skills.
Article outline
- Introduction
- L2 interaction pedagogy
- Focus-on-forms instruction and tasks
- Information gap tasks
- Interactional strategies instruction
- Context-dependency of instruction
- The present study
- Method
- Participants
- Design
- Interventions
- Control condition
- Focus-on-forms interaction with pre-scripted tasks (F-PS condition)
- Focus-on-forms interaction with information gap tasks (F-IG condition)
- Strategy-focused interaction with information gap tasks (S-IG condition)
- Procedure
- Measures
- EFL oral interaction
- Interaction strategies
- Vocabulary
- Experience
- Gender and home language
- Analysis
- Results
- Effect of the intervention on EFL oral interaction
- Effect of the intervention on interaction strategies
- Discussion and conclusions
- Limitations and suggestions for future research
- Implications for practice
- Notes
-
References
References
Ahmadian, M. J. & Tavakoli, M.
(
2011)
The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production.
Language Teaching Research, 15(1), 35–59.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Anderson, J.
(
2016)
Why practice makes perfect sense: the past, present and potential future of the PPP paradigm in language teacher education.
Practice, 191, 14–22.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bejarano, Y., Levine, T., Olshtain, E., & Steiner, J.
(
1997)
The skilled use of interaction strategies: Creating a framework for improved small-group communicative interaction in the language classroom.
System, 25(2), 203–214.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Benson, S. D.
(
2016)
Task-based language teaching: An empirical study of task transfer.
Language Teaching Research, 20(3), 341–365.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bitchener, J.
(
2004)
The relationship between the negotiation of meaning and language learning: A longitudinal study.
Language Awareness, 13(2), 81–95.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bueno-Alastuey, M., & Luque Agulló, G.
(
2015)
Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books.
International Journal of English Studies, 15(2), 17–39.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bygate, M.
(
1987)
Speaking. Oxford, UK: Oxford University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bygate, M.
(
2001)
Effects of task repetition on the structure and control of oral language. In
M. Bygate,
P. Skehan, &
M. Swain (2001),
Researching Pedagogic Tasks. Second Language Learning, Teaching and Testing (pp. 23–48). Harlow, UK: Pearson Education Limited.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Canale, M.
(
1983)
From communicative competence to communicative language pedagogy. In
Richards, C. and
Schmidt, R. W. (Eds).
Language and Communication (pp. 2–27). London, UK: Longman.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Celce-Murcia, M.
(
2007)
Rethinking the role of communicative competence in language teaching. In
Soler, E. A. &
P. S. Jorda (Eds.),
Intercultural language use and language learning (pp. 41–57). Dordrecht, the Netherlands: Springer.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cohen, A. D., Weaver, S. J., & Li, T. Y.
(
1996)
The impact of strategies-based instruction on speaking a foreign language. University of Minnesota, the Center for Advanced Research on Language Acquisition.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
De Bot, K.
(
1992)
A bilingual production model: Levelt’s speaking model adapted.
Applied Linguistics, 131, 1–25.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
De Jong, N. H., Steinel, M. P., Florijn, A. F., Schoonen, R., & Hulstijn, J. H.
(
2012)
Facets of speaking proficiency.
Studies in Second Language Acquisition, 341, 4–34.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
De Jong, N. & Perfetti, C. A.
(
2011)
Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization.
Language Learning, 61(2), 533–568.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
DeKeyser, R. M.
(
1997)
Beyond explicit rule learning: Automatizing second language morphosyntax.
Studies in Second Language Acquisition, 19(2), 195–221.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Dörnyei, Z.
(
1995)
On the Teachability of Communication Strategies.
TESOL Quarterly, 29(1), 55–85.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Dörnyei, Z., & Scott, M.
(
1995)
Communication strategies: An empirical analysis with retrospection. In
J. S. Turley &
K. Lusby (Eds.), Selected papers from the proceedings of the 21st Annual Symposium of the Deseret Language and Linguistics Society (pp. 155–168). Provo, US: Brighham Young University.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Doughty, C., & Pica, T.
(
1986)
“Information gap” tasks: Do they facilitate second language acquisition?.
TESOL quarterly, 20(2), 305–325.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Dunn, L. L., & Dunn, D. M.
(
2007)
The Peabody Picture Vocabulary Test (4th. ed.). Bloomington, US: NCS Pearson.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Inspectie van het Onderwijs
(
2004)
Werk aan de basis. Evaluatie van de basisvorming na vijf jaar [
Building the foundation. Evaluation of the foundation curriculum after five years]. De Meern, the Netherlands: Inspectie van het onderwijs.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Eckerth, J.
(
2009)
Negotiated interaction in the L2 classroom.
Language Teaching, 42(1), 109–130.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ellis, R.
(
2003)
Task-Based Language Learning and Teaching. Oxford, UK: Oxford University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ellis, R.
(
2006)
Current issues in the teaching of grammar: An SLA perspective.
Tesol Quarterly, 40(1), 83–107.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ellis, R.
(
2009)
Task-based research and language pedagogy. In
K. van de Branden,
M. Bygate, &
J. Norris (Eds.),
Task-Based Language Teaching. A reader (pp. 109–129). Amsterdam/Philadelphia, the Netherlands: John Benjamins.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Færch, C., & Kasper, G.
(
1983)
Strategies in interlanguage communication. London, UK: Longman.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Foster, P.
(
1998)
A classroom perspective on the negotiation of meaning.
Applied linguistics, 19(1), 1–23.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Foster, P., & Ohta, A. S.
(
2005)
Negotiation for meaning and peer assistance in second language classrooms.
Applied linguistics, 26(3), 402–430.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Fukuta, J.
(
2016)
Effects of task repetition on learners’ attention orientation in L2 oral production.
Language Teaching Research, 20(3), 321–340.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gallagher-Brett, A.
(
2001)
Teaching communication strategies to beginners.
The Language Learning Journal 24(1), 53–61.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Goh, C. C. M.
(
2007)
Teaching speaking in the language classroom. Singapore: SEAMEO Regional Language Centre.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Goh, C. C. M., & Burns, A.
(
2012)
Teaching Speaking. Stuttgart, Germany: Ernst Klett Sprachen.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Griggs, P.
(
2005)
Assessment of the role of communicative tasks in the development of second language oral production skills. In
A. Housen &
M. Pierrard (Eds),
Investigations in Instructed Second Language Acquisition (pp. 407–433). New York: Mouton de Gruyter.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hughes, R.
(
2002)
Teaching and Researching Speaking. Harlow, UK: Pearson Education.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Housen, A., Kuiken, F., & Vedder, I.
Jansma, N., & Pennewaard, L.
(
2014)
Aansluiting Engels tussen vmbo-tl en mbo. Ervaringen vanuit de onderwijspraktijk [
Aligning English in pre-vocational and vocational education. Experiences from the field]. Enschede, the Netherlands: Stichting Leerplan Ontwikkeling.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Johnson, K.
(
1996)
Language Teaching and Skill Learning. Oxford, UK: Blackwell.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Keck, C., Iberri-Shea, G., Tracy-Ventura, N., & Wa-Mbaleka, S.
Kellerman, E.
(
1991)
Compensatory strategies in second language research: A critique, a revision, and some (non-)implications for the classroom. In
R. Phillipson,
E. Kellerman,
L. Selinker,
M. Sharwood-Smith &
M. Swain (Eds.),
Foreign/Second Language Pedagogy Research, 142–160. Clevedon, UK: Multilingual Matters.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kim, Y., & McDonough, K.
(
2008)
The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners.
Language Teaching Research, 12(2), 211–234.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Konishi, K., & Tarone, E.
(
2004)
English constructions used in compensatory strategies: Baseline data for communicative EFL instruction. In
Boxer, D. &
Cohen, A. D. (Eds).
Studying Speaking to Inform Second Language Learning, 174–198. Clevedon, UK: Multilingual Matters.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kormos, J.
(
2006)
Speech production and second language acquisition. London, UK: Routledge.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kouwenhoven, H., Ernestus, M., & van Mulken, M.
(
2016)
Communication strategy used by Spanish speakers of English in formal and informal speech.
International Journal of Bilingualism, 20(5), 1–20.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kuiken, F., & Vedder, I.
(
2017)
Functional adequacy in L2 writing: Towards a new rating scale.
Language Testing, 34(3), 321–336.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kurtz, J.
(
2011)
Breaking through the communicative cocoon: Improvisation in secondary school foreign language classrooms. In
R. K. Sawyer (Ed.),
Structure and improvisation in creative teaching (pp. 133–161). Cambridge, UK: Cambridge University Press.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lam, W. Y. K.
(
2004)
Teaching strategy use for oral communication tasks to ESL learners. Leeds, UK: University of Leeds.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lam, W. Y. K.
(
2006)
Gauging the effects of ESL oral communication strategy teaching: A multi-method approach.
Electronic Journal of Foreign Language Teaching, 3(2), 142–157.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lam, W., & Wong, J.
(
2000)
The effects of strategy training on developing discussion skills in an ESL classroom.
ELT Journal, 54(3), 245–255.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lambert, C., Kormos, J., & Minn, D.
(
2017)
Task repetition and second language speech processing.
Studies in Second Language Acquisition, 39(1), 167–196.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Levelt, W. J. M.
(
1999)
Producing spoken language: A blueprint of the speaker. In
C. M. Brown &
P. Hagoort (Eds.),
The neurocognition of language (pp. 83–122). Oxford, UK: Oxford University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Liemberg, E., & van Kleunen, E.
(
1998)
Talen in actie. Eindrapport van een onderzoek naar de rol van de moderne vreemde talen in de BVE-sector [
Languages in action. Final report on research into the role of modern foreign languages in vocational and adult education]. Den Bosch, the Netherlands: CINOP/SLO.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lightbown, P. M.
(
2000)
Anniversary article. Classroom SLA research and second language teaching.
Applied linguistics, 21(4), 431–462.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lightbown, P. M.
(
2008)
Transfer appropriate processing as a model for classroom second language acquisition. In
Z. Han (Ed.).
Understanding Second Language Process (pp. 27–44). Clevedon, UK: Multilingual Matters.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lightbown, P. M., & Spada, N.
(
1990)
Focus-on-form and corrective feedback in communicative language teaching.
Studies in second language acquisition, 12(4), 429–448.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Loewen, S.
(
2005)
Incidental focus on form and second language learning.
Studies in Second Language Acquisition, 27(3), 361–386.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Long, M. H.
(
2007)
Problems in SLA. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Long, M.
(
2015)
Second Language Acquisition and Task-Based Language Teaching. Chichester, UK: Wiley Blackwell.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lourdunathan, J., & Menon, S.
(
2005)
Developing speaking skills through interaction strategy training.
The English Teacher, 341, 1–18.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lowie, W., Verspoor, M., & van Dijk, M.
(
2018)
The acquisition of L2 speaking. In
R. Alonso Alonso (Ed.)
Speaking in a Second Language.
AILA Applied Linguistics Series 17. Philadelphia: John Benjamins.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lynch, T., & Maclean, J.
(
2001)
A case of exercising: Effects of immediate task repetition on learners’ performance. In
M. Bygate,
P. Skehan, &
M. Swain (Eds.),
Researching pedagogic tasks: Second language learning, teaching and testing (pp. 141–162). Harlow, UK: Pearson Education Limited.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lyster, R., & Saito, K.
(
2010)
Oral feedback in classroom SLA: A meta-analysis.
Studies in Second Language Acquisition, 32(2), 265–302.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mackey, A., & Goo, J.
(
2007)
Interaction research in SLA: A meta-analysis and research synthesis. In
A. Mackey (Ed.),
Conversational Interaction in Second Language Acquisition: A series of empirical studies (pp. 407–452). Oxford, UK: Oxford University Press.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
McDonough, S. H.
(
1999)
Learner strategies.
Language Teaching, 32(1), 1–18.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
McNamara, T. F.
(
1997)
‘Interaction’ in second language performance assessment: Whose performance? Applied Linguistics, 18(4), 446–466.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Meara, P., & Fitzpatrick, T.
(
2000)
Lex30: An improved method of assessing productive vocabulary in an L2.
System, 28(1), 19–30.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Nakatani, Y.
(
2005)
The effects of awareness-raising training on oral communication strategy use.
The Modern Language Journal, 89(1), 76–91.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Naughton, D.
(
2006)
Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom.
The Modern Language Journal, 90(2), 169–184.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Norris, J. M., & Ortega, L.
(
2000)
Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis.
Language Learning, 50(3), 417–528.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
O’Malley, J. M., & Chamot, A. U.
(
1990)
Learning Strategies in Second Language Acquisition. Cambridge, UK: Cambridge University Press.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Pica, T., Kanagy, R., & J. Falodun
(
2009)
Choosing and using communication tasks for second language instruction. In
K. van den Branden,
M. Bygate, &
J. Norris, (Eds.),
Task-Based Language Teaching. A reader (pp. 171–192). Amsterdam, the Netherlands: John Benjamins.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Rabab’ah, G.
(
2016)
The effect of communication strategy training on the development of EFL learners’ strategic competence and oral communicative ability.
Journal of psycholinguistic research, 45(3), 625–651.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Révész, A., Ekiert, M., & Torgersen, E. N.
(
2014)
The effects of complexity, accuracy, and fluency on communicative adequacy in oral task performance.
Applied Linguistics, 37(6), 828–848.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Rossiter, M.
(
2003)
“It’s Like Chicken but Bigger”: Effects of Communication Strategy in the ESL Classroom.
Canadian Modern Language Review, 60(2), 105–121.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Saito, K., & Lyster, R.
(
2012)
Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English.
Language Learning, 62(2), 595–633.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Sample, E., & Michel, M.
(
2015)
An exploratory study into trade-off effects of complexity, accuracy, and fluency on young learners’ oral task repetition.
TESL Canada Journal, 31(8), 23–46.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Sayer, P.
(
2005)
An Intensive Approach to Building Conversational Skills.
ELT Journal, 59(1), 14–22.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Scullen, M. E., & Jourdain, S.
(
2000)
The effect of explicit training on successful circumlocution: A classroom study. In
J. F. Lee and
A. Valdman (Eds.)
Form and meaning: Multiple perspectives (pp. 231–253). Boston MA: Heinle & Heinle.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Segalowitz, N., & Lightbown, P. M.
(
1999)
Psycholinguistic approaches to SLA.
Annual Review of Applied Linguistics, 191, 43–63.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Shehadeh, A., & Coombe, C. A.
Skehan, P.
(
1996)
Second language acquisition research and task-based instruction. In
J. Willis &
D. Willis (Eds.),
Challenge and Change in Language Teaching (pp. 17–30). Oxford, UK: Heinemann.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Schmidt, R.
(
1990)
The role of consciousness in second language learning.
Applied Linguistics, 111, 127–158.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Sheen, R.
(
2005)
Focus on forms as a means of improving accurate oral production. In
A. Housen &
M. Pierrard (Eds),
Investigations in Instructed Second Language Acquisition (pp. 271–310). New York: Mouton de Gruyter.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Spada, N.
(
2011)
Beyond form-focused instruction: Reflections on past, present and future research.
Language Teaching, 44(2), 225–236.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Spada, N., Jessop, L., Tomita, Y., Suzuki, W., & Valeo, A.
(
2014)
Isolated and integrated form-focused instruction: Effects on different types of L2 knowledge.
Language Teaching Research, 18(4), 453–473.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Storch, N., & Aldosari, A.
(
2013)
Pairing learners in pair work activity.
Language Teaching Research, 17(1), 31–48.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Swain, M.
(
1985)
Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In
S. M. Gass &
C. G. Madden (Eds.).
Input in Second Language Acquisition (pp. 235–252). Rowley, MA: Newbury House Publishers.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
UNESCO
(
2012)
International Standard Classification of Education. ISCED 2011. Montreal, Canada: UNESCO Institute for Statistics.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Van Batenburg, E. S. L., Oostdam, R. J., van Gelderen, A. J. S., & de Jong, N. H.
(
2016)
Measuring L2 speakers’ interactional ability using interactive speech tasks.
Language Testing, 35(1), 75–100.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Van Batenburg, E. S. L., Oostdam, R. J., van Gelderen, A. J., Fukkink, R. G. & de Jong, N. H.
(
2019)
Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect.
Modern Language Journal (first view).
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Van de Guchte, M., Braaksma, M., Rijlaarsdam, G., & Bimmel, P.
(
2015)
Learning new grammatical structures in task-based language learning: The effects of recasts and prompts.
The Modern Language Journal, 99(2), 246–262.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Van de Guchte, M., & Rijlaarsdam, G.
(
2018)
Chatten in taakgericht MVT onderwijs: Effect op doeltaalgebruik en ervaringen van leerlingen. [Chatting in task-based Modern Foreign Language education: effects on target language use and learner experiences].
Levende Talen Tijdschrift, 19 (4), 3–14.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Weir, C. J.
(
2005)
Language testing and validation. an evidence-based approach. Houndgrave, UK: Palgrave MacMillan.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Widodo, H. P.
(
2016)
Teaching English for Specific Purposes (ESP): English for Vocational Purposes (EVP). In
W. Renandya &
H. P. Widodo (Eds.), English language teaching in Asia: Building a closer link between theory and practice (pp. 277–291). New York: Springer.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Willis, J.
(
1996)
A Framework for Task-based Learning. Harlow, UK: Longman.
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Yule, G., & Powers, M.
(
1994)
Investigating the communicative outcomes of task-based interaction.
System, 22(1), 81–91.
![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cited by
Cited by 1 other publications
VAN BATENBURG, ELINE S. L., RON J. OOSTDAM, AMOS J. S. VAN GELDEREN, RUBEN G. FUKKINK & NIVJA H. DE JONG
2019.
Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect.
The Modern Language Journal 103:1
► pp. 308 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
This list is based on CrossRef data as of 2 june 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.