Akiyama, Yuka
2014.
Using Skype to Focus on Form in Japanese Telecollaboration. In
Engaging Language Learners through Technology Integration [
Advances in Educational Technologies and Instructional Design, ],
► pp. 181 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Akiyama, Yuka
2019.
Using Skype to Focus on Form in Japanese Telecollaboration. In
Computer-Assisted Language Learning,
► pp. 617 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Alfonso Pena, Celia & Elisabet Pladevall-Ballester
Azkarai, Agurtzane & María del Pilar García Mayo
2015.
Task-modality and L1 use in EFL oral interaction.
Language Teaching Research 19:5
► pp. 550 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Basterrechea, María & Michael J. Leeser
2019.
Language-related episodes and learner proficiency during collaborative dialogue in CLIL.
Language Awareness 28:2
► pp. 97 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Benati, Alessandro
2021.
Focus on Form,
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Brandl, Klaus K.
2022.
A Task‐Based Approach to Teaching Literary Texts in Advanced Language Classes.
Die Unterrichtspraxis/Teaching German 55:1
► pp. 59 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Calzada, Asier & María del Pilar García Mayo
Calzada, Asier & María del Pilar García Mayo
Calzada, Asier & María del Pilar García Mayo
2021.
Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication.
Language Awareness 30:1
► pp. 1 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Calzada, Asier & María del Pilar García Mayo
Carver, Julie & YouJin Kim
2020.
French Learners’ Past-Tense Development through Collaborative Writing Tasks: The Role of Procedural and Content Repetition.
The Canadian Modern Language Review 76:2
► pp. 114 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Devos, Nathan J.
2016.
Development of CLIL into Diverse Contexts. In
Peer Interactions in New Content and Language Integrated Settings [
Educational Linguistics, 24],
► pp. 11 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Devos, Nathan J.
2016.
Exploring Social Interaction as a Resource in CLIL. In
Peer Interactions in New Content and Language Integrated Settings [
Educational Linguistics, 24],
► pp. 61 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Gallardo del Puerto, Francisco & María Basterrechea
2024.
The role of proficiency and pair formation method in language-related episodes: A study of young CLIL learners’ interaction.
Language Teaching Research 28:3
► pp. 1087 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Gallardo-del-Puerto, Francisco & María Martínez-Adrián
Gallego, Muriel
2022.
L2 Spanish morphosyntactic development through collaborative writing: An analysis of mood production, text length and syntactic complexity.
Language Teaching Research 26:1
► pp. 34 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
García Mayo, María del Pilar & Agurtzane Azkarai
García Mayo, María del Pilar & María Basterrechea
Gutiérrez-Mangado, M. Juncal & María Martínez-Adrián
Loewen, Shawn & Masatoshi Sato
2018.
Interaction and instructed second language acquisition.
Language Teaching 51:3
► pp. 285 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Long, Michael H., Assma Al Thowaini, Buthainah Al Thowaini, Jiyong Lee & Payman Vafaee
2018.
A micro process-product study of a CLIL lesson l.
Instructed Second Language Acquisition 2:1
► pp. 3 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Martínez Adrián, María & María Junkal Gutiérrez Mangado
Martínez-Adrián, María & Francisco Gallardo-del-Puerto
2021.
Task modality and language-related episodes in young learners: An attempt to manage accuracy and editing.
Language Teaching Research ► pp. 136216882110528 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Martínez-Adrián, María, M. Juncal Gutiérrez-Mangado, Francisco Gallardo-del-Puerto & María Basterrechea
Martínez-Adrián, María & María Nieva-Marroquín
2023.
Exploring the pseudo-longitudinal development of specific morphosyntactic features and syntactic complexity in CLIL young learners.
International Review of Applied Linguistics in Language Teaching 61:3
► pp. 1197 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Mayo, María del Pilar García & María Luquin
McDonough, Kim, William J. Crawford & Jindarat De Vleeschauwer
Mohammadi Zenouzagh, Zohre
2023.
Student interaction patterns and co-regulation practices in text-based and multimodal computer mediated collaborative writing modalities.
Educational technology research and development 71:2
► pp. 313 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Mozaffari, Seyedeh Hamideh
2017.
Comparing student-selected and teacher-assigned pairs on collaborative writing.
Language Teaching Research 21:4
► pp. 496 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Phan, Huong Le Thu & Phung Dao
2023.
Engagement in collaborative writing: Exploring learners’ control of task content and text quality.
International Journal of Applied Linguistics 33:2
► pp. 242 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Shin, Sun-Young, Ryan Lidster, Stacy Sabraw & Rebecca Yeager
2016.
The effects of L2 proficiency differences in pairs on idea units in a collaborative text reconstruction task.
Language Teaching Research 20:3
► pp. 366 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Villarreal, Izaskun & Nora Gil-Sarratea
2020.
The effect of collaborative writing in an EFL secondary setting.
Language Teaching Research 24:6
► pp. 874 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Zhang, Meixiu & William J. Crawford
2022.
Attention to form in collaborative writing: language-related episodes in L1 and L2 use conditions.
Language Awareness 31:2
► pp. 194 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
This list is based on CrossRef data as of 12 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.