Part of
Second Language Interaction in Diverse Educational ContextsEdited by Kim McDonough and Alison Mackey
[Language Learning & Language Teaching 34] 2013
► pp. 71–88
Edited by Kim McDonough and Alison Mackey
[Language Learning & Language Teaching 34] 2013
► pp. 71–88
4. Tasks and traditional practice activities in a foreign language context
In this study, learners carried out tasks and traditional practice activities in an authentic instructional context: English as a Foreign Language (EFL) in Japan (n = 37). Learners’ production on pre- and posttests was analyzed to investigate second language (L2) development with respect to the production of question forms. Quantitative results suggest that tasks and traditional practice activities were equally effective at promoting second language (L2) development. The results are discussed with respect to learners’ beliefs and attitudes towards the type of L2 instruction they received, and the role of context in L2 learning.
Cited by (3)
Cited by three other publications
Loewen, Shawn & Susan M. Gass
2021. Laboratory-Based Oral Corrective Feedback. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 130 ff. 
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3 ► pp. 285 ff.
Fujii, Akiko, Nicole Ziegler & Alison Mackey
2016. 2. Peer interaction and metacognitive instruction in the EFL classroom. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45], ► pp. 63 ff.
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