Edited by Jenefer Philp, Rhonda Oliver and Alison Mackey
[Language Learning & Language Teaching 23] 2008
► pp. 131–147
The impact of teacher input, guidance and feedback on ESL children's task-based interactions
In this chapter we examine children’s interaction during authentic lessons involving tasks in L2 classrooms, comparing the effects of teacher guidance for 5–7 year olds (n = 22) and 11–12 year olds (n = 20). Three experimental conditions representing a continuum of teacher guidance were examined: task instructions alone, task instructions with examples, and task instructions followed by on-task guidance and feedback. In all conditions, regardless of age, children interacted in ways deemed facilitative of language learning, although older children seemed to benefit most from on-task guidance. We discuss these findings in terms of the potential benefits of tasks for L2 production and interaction in children’s ESL classrooms, as well as the under-researched but important role of the teacher’s input and guidance.
Cited by 10 other publications
This list is based on CrossRef data as of 30 january 2023. 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.