Part of
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 36 other publications

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
Akiyama, Yuka
2019. Using Skype to Focus on Form in Japanese Telecollaboration. In Computer-Assisted Language Learning,  pp. 617 ff. DOI logo
Alcón-Soler, Eva
2018. Chapter 3. Effects of task supported language teaching on learners’ use and knowledge of email request mitigators. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 56 ff. DOI 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. DOI 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. DOI logo
Basterrechea, María
2015. Pushed output in a multi-stage dictogloss task. ITL - International Journal of Applied Linguistics 166:2  pp. 307 ff. DOI 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. DOI logo
Benati, Alessandro
2021. Focus on Form, DOI logo
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
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. DOI logo
Calzada, Asier & María del Pilar García Mayo
2020. Chapter 1. Child EFL grammar learning through a collaborative writing task. In Languaging in Language Learning and Teaching [Language Learning & Language Teaching, 55],  pp. 20 ff. DOI logo
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
Calzada, Asier & María del Pilar García Mayo
2021. Effects of proficiency and collaborative work on child EFL individual dictogloss writing. Language Teaching for Young Learners 3:2  pp. 246 ff. DOI 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. DOI logo
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
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
Gallardo del Puerto, Francisco & María Basterrechea
2021. The role of proficiency and pair formation method in language-related episodes: A study of young CLIL learners’ interaction. Language Teaching Research  pp. 136216882110243 ff. DOI logo
Gallardo-del-Puerto, Francisco & María Martínez-Adrián
2022. Task-modality effects on young learners’ language-related episodes in collaborative dialogue. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 35:2  pp. 480 ff. DOI logo
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
García Mayo, María del Pilar & Agurtzane Azkarai
2016. 9. EFL task-based interaction. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 241 ff. DOI logo
García Mayo, María del Pilar & María Basterrechea
2017. CLIL and SLA. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],  pp. 33 ff. DOI logo
Gutiérrez-Mangado, M. Juncal & María Martínez-Adrián
2018. CLIL at the linguistic interfaces. Journal of Immersion and Content-Based Language Education 6:1  pp. 85 ff. DOI logo
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3  pp. 285 ff. DOI 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. DOI 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. DOI logo
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
Martínez-Adrián, María, M. Juncal Gutiérrez-Mangado, Francisco Gallardo-del-Puerto & María Basterrechea
2021. Language-related episodes by young CLIL learners. Language Teaching for Young Learners 3:2  pp. 214 ff. DOI logo
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
Mayo, María del Pilar García & María Luquin
2023. Does repeated pre-task planning have an impact on form-focused LREs?. Language Teaching for Young Learners 5:2  pp. 149 ff. DOI logo
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
Mozaffari, Seyedeh Hamideh
2017. Comparing student-selected and teacher-assigned pairs on collaborative writing. Language Teaching Research 21:4  pp. 496 ff. DOI logo
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
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
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
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

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