Chapter published in:
Second Language Interaction in Diverse Educational Contexts
Edited by Kim McDonough and Alison Mackey
[Language Learning & Language Teaching 34] 2013
► pp. 2544
Cited by

Cited by other publications

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2014.  In Engaging Language Learners through Technology Integration [Advances in Educational Technologies and Instructional Design, ],  pp. 181 ff. Crossref logo
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2019.  In Computer-Assisted Language Learning,  pp. 617 ff. Crossref logo
Alcón-Soler, Eva
2018.  In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 56 ff. Crossref logo
Alfonso Pena, Celia & Elisabet Pladevall-Ballester
2020. Effects of focus on form on primary CLIL students’ foreign language performance in task-based oral interaction. Journal of Immersion and Content-Based Language Education 8:1  pp. 53 ff. Crossref logo
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. Crossref logo
Basterrechea, María
2015. Pushed output in a multi-stage dictogloss task. ITL - International Journal of Applied Linguistics 166:2  pp. 307 ff. Crossref logo
Basterrechea, María & Michael J. Leeser
2019. Language-related episodes and learner proficiency during collaborative dialogue in CLIL. Language Awareness 28:2  pp. 97 ff. Crossref logo
Calzada, Asier & María del Pilar García Mayo
2020.  In Languaging in Language Learning and Teaching [Language Learning & Language Teaching, 55],  pp. 20 ff. Crossref logo
Calzada, Asier & María del Pilar García Mayo
2020. Child EFL learners’ attitudes towards a collaborative writing task. Language Teaching for Young Learners 2:1  pp. 52 ff. Crossref logo
Calzada, Asier & María del Pilar García Mayo
2020. Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication. Language Awareness  pp. 1 ff. Crossref logo
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. Crossref logo
Devos, Nathan J.
2016.  In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],  pp. 11 ff. Crossref logo
Devos, Nathan J.
2016.  In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],  pp. 61 ff. Crossref logo
Gallego, Muriel
2019. L2 Spanish morphosyntactic development through collaborative writing: An analysis of mood production, text length and syntactic complexity. Language Teaching Research  pp. 136216881988540 ff. Crossref logo
García Mayo, María del Pilar & Agurtzane Azkarai
2016.  In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 241 ff. Crossref logo
García Mayo, María del Pilar & María Basterrechea
2017.  In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],  pp. 33 ff. Crossref logo
Gutiérrez Mangado, María Juncal & María Martínez-Adrián
2018. CLIL at the linguistic interfaces. Journal of Immersion and Content-Based Language Education 6:1  pp. 85 ff. Crossref logo
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3  pp. 285 ff. Crossref logo
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. Crossref logo
Martínez Adrián, María & María Junkal Gutiérrez Mangado
2015. Is CLIL instruction beneficial in terms of general proficiency and specific areas of grammar?. Journal of Immersion and Content-Based Language Education 3:1  pp. 51 ff. Crossref logo
McDonough, Kim, William J. Crawford & Jindarat De Vleeschauwer
2016.  In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 185 ff. Crossref logo
Mozaffari, Seyedeh Hamideh
2017. Comparing student-selected and teacher-assigned pairs on collaborative writing. Language Teaching Research 21:4  pp. 496 ff. Crossref logo
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. Crossref logo

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