This chapter examines the effects of metacognitive instruction on the provision and use of interactional opportunities in learner-learner interactions in the task-based EFL classroom. Learners (N = 39) drawn from three intact speaking classes in an intensive academic EFL program were divided into a treatment group and a control group. Learners in both groups completed a pretest and posttest. The treatment group participated in a metacognitive instruction session, which demonstrated to learners the benefits of interactional feedback and presented tips and practice on how to provide feedback to their peers. Overall, findings indicate that metacognitive instruction led to greater provision and use of interactional feedback in subsequent interactions, and that learners recognized the benefits for their second language learning.
(2007) Do second language learners benefit from interacting with each other? In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 29–51). Oxford: Oxford University Press.
Adams, R., Nuevo, A., & Egi, T.
(2011) Explicit and implicit feedback, modified output, and SLA: Does explicit and implicit feedback promote learning and learner–learner interactions?The Modern Language Journal, 95, 42–63.
(1980) Learner and teacher roles in the treatment of oral error in group work. RELC Journal, 11, 49–63.
(2008) An evaluation of task-based learning (TBL) in the Japanese classroom. English Today, 24, 11–16.
Dörnyei, Z., & Kormos, J.
(2002) Motivational determinants of the quality and quantity of student performance in communicative language tasks. Paper presented at the annual meeting of the American Association of Applied Linguistics, Salt Lake City, UT.
Doughty, C., & Pica, T.
(1986) “Information gap” tasks: Do they facilitate second language acquisition? TESOL Quarterly, 20, 305–325.
(1986) Another look at interlanguage talk: Taking task to task. In R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 147–81). Rowley, MA: Newbury House.
(2007) Recasts, learners’ interpretations, and L2 development. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 249–268). Oxford: Oxford University Press.
(2007) The differential effects of corrective feedback on two grammatical structures. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 339–360). Oxford: Oxford University Press.
(1998) A classroom perspective on the negotiation of meaning. Applied Linguistics, 14, 1–23.
Foster, P., & Ohta, A.S.
(2005) Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics, 26, 402–430.
Fujii, A., & Mackey, A.
(2009) Interactional feedback in learner-learner interactions in a task-based EFL classroom. International Review of Applied Linguistics, 47, 267–301.
García Mayo, M., & Pica, T.
(2000) Interaction among proficient learners: Are input, feedback and output needs addressed in a foreign language context?Studia Linguistica, 54, 272–279.
(2011) Using pretask modelling to encourage collaborative learning opportunities. Language Teaching Research, 15, 183–199.
(2003) Recasts and second language development. Studies in Second Language Acquisition, 25, 37–63.
(2010) The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60, 309–365.
Loewen, S., & Philp, J.
(2006) Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. The Modern Language Journal, 90, 536–556.
(1996) The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego: Academic Press.
Long, M.H, & Porter, P.A.
(1985) Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19, 207–228.
Lyster, R., & Saito, K.
(2010) Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32, 265–302.
(1999) Input, interaction, and second language development. Studies in Second Language Acquisition, 21, 557–587.
(2006) Feedback, noticing and instructed second language learning. Applied Linguistics, 27, 405–430.
(2007) Introduction: The role of conversational interaction in second language acquisition. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 1–26). Oxford: Oxford University Press.
(2012) Input, interaction, and corrective feedback in L2 learning. Oxford: Oxford University Press.
Mackey, A., Abbuhl, R., & Gass, S.
(2012) Interactionist approach. In S. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 7–24). New York: Routledge.
Mackey, A. & Fujii, A.
(2009) Training learners to be more effective interactors. Paper presented at the 3rd Biennial Conference on Task-Based Language Teaching. Lancaster, UK.
Mackey, A., Fujii, A., Biesenbach-Lucas, S., Weger-Guntharp, H., Jacobsen, N.D., Fogle, L., Lake, J., Sondermann, K., Tagarelli, K., Tsujita, M., Watanabe, A., AbbuhlR., & Kim, K.
(2006) Pushing the methodological boundaries in interaction research: An introduction to the special issue. Studies in Second Language Acquisition, 28, 169–178.
Mackey, A., & Gass, S.
(2012) Research methods in second language acquisition: A practical guide. Chichester, UK: Blackwell
Mackey, A., Gass, S., & McDonough, K.
(2000) How do learners perceive interactional feedback?Studies in Second Language Acquisition, 22, 471–497.
Mackey, A., & Goo, J.
(2007) Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 407–452). Oxford: Oxford University Press.
Mackey, A., & Oliver, R.
(2002) Interactional feedback and children’s L2 development. System, 30, 459–477.
Mackey, A., Oliver, R., & Leeman, J.
(2003) Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads. Language Learning, 53, 35–66.
(2004) Learner-learner interaction during pair and small group activities in a Thai EFL context. System, 32, 207–224.
(2007) Interactional feedback and the emergence of simple past activity verbs in L2 English. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 323–338). Oxford: Oxford University Press.
(2001) Negotiation of meaning in conversational and interaction gap activities: A comparative discourse analysis. TESOL Quarterly, 35, 377–405.
Philp, J., Adams, R., & Iwashita, N.
(2014) Peer interaction and second language learning. New York, NY: Routledge.
Philp, J., & Mackey, A.
(2011) Interaction research: What can socially informed approaches offer to cognitivists (and vice versa)? In R. Batstone (Ed.), Sociocognitive aspects of second language learning and teaching. Oxford: Oxford University Press.
Philp, J., & Tognini, R.
(2009) Language acquisition in foreign language contexts and the differential benefits of interaction. International Review of Applied Linguistics in Language Teaching, 47, 245–266.
Philp, J., Walter, S., & Basturkmen, H.
(2010) Peer interaction in the foreign language classroom: What factors foster a focus on form?Language Awareness, 19, 261–279.
Pica, T., Lincoln-Porter, F., Paninos, D., & Linnell, J.
(1996) Language learners‘ interaction: How does it address the input, output, and feedback needs of L2 learners?TESOL Quarterly, 30, 59–84.
(1986) How learners talk to each other: Input and interaction in task-centered discussions. In R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 200–222). Rowley, MA: Newbury House.
(2001) Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22, 27–57.
(2001) Guiding relationships between form and meaning during task performance: The role of the teacher. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks (pp. 119–134). London: Longman.
(1986) Conversation and interlanguage development: Rethinking the connection. In R. Day (ed.)Talking to learn. Rowley, MA: Newbury House. 237–326.
(2013) Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. The Modern Language Journal, 97, 611–633.
Sato, M., & Ballinger, S.
(2012) Raising language awareness in peer interaction: A cross-context, cross-method examination. Language Awareness, 20, 157–179.
Sato, M., & Ballinger, S.
(2016) Understanding peer interaction: An overview of the research. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 1–30). Amsterdam: John Benjamins.
Sato, M., & Lyster, R.
(2007) Modified output of Japanese EFL learners: Variable effects of interlocutor vs. feedback types. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 123–142). Oxford: Oxford University Press.
Sato, M., & Lyster, R.
(2012) Peer interaction and corrective feedback for accuracy and fluency development: Monitoring, practice, and proceduralization. Studies in Second Language Acquisition, 34, 591–626.
(2004) Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8, 263–300.
(1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.
(1995) Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125–144). Oxford: Oxford University Press.
(2005) The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–483). Mahwah, NJ: Lawrence Erlbaum Associates.
(2008) Teacher- and learner-led discourse in task-based grammar instruction: Providing procedural assistance for L2 morphosyntactic development. Language Learning, 58, 237–283.
(1981) Discussions that work: Task centered fluency practice. Cambridge: Cambridge University Press.
Varonis, E.M., & Gass, S.
(1985) Miscommunication in native/nonnative conversation. Language in Society, 14, 327–343.
Watanabe, Y., & Swain, M.
(2007) Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11, 121–142.
(1999) Learner-generated attention to form. Language Learning, 49, 583–625.
Willis, D., & Willis, J.
(2008) Doing Task-based teaching. Oxford: Oxford University Press.
(2008) Learners’ perception of corrective feedback in pair work. Foreign Language Annals, 41, 525–541.
Zhao, S.Y, & Bitchener, J.
(2007) Incidental focus on form in teacher–learner and learner–learner interactions. System, 35, 431–447.
(2015) Synchronous computer-mediated communication and interaction: A meta-analysis. Studies in Second Language Acquisition, 0, 1–34.
Cited by 29 other publications
Bryfonski, Lara & Cristina Sanz
2018. Opportunities for Corrective Feedback During Study Abroad: A Mixed Methods Approach. Annual Review of Applied Linguistics 38 ► pp. 1 ff.
2021. Corrective Feedback in Computer-Mediated versus Face-to-Face Environments. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 494 ff.
Dao, Phung, Mai Xuan Nhat Chi Nguyen & Do-Na Chi
2021. Reflective learning practice for promoting adolescent EFL learners’ attention to form. Innovation in Language Learning and Teaching 15:3 ► pp. 247 ff.
Dao, Phung, Mai Xuan Nhat Chi Nguyen & Noriko Iwashita
2021. Teachers’ perceptions of learner engagement in L2 classroom task-based interaction. The Language Learning Journal 49:6 ► pp. 711 ff.
Dao, Phung, Mai Xuan Nhat Chi Nguyen & Ngoc Bao Chau Nguyen
2022. Learner attitudes and attention to form in peer interaction: A proposal to replicate Adams et al. (2011) and Philp et al. (2010). Language Teaching 55:3 ► pp. 407 ff.
Sato, Masatoshi & Shawn Loewen
2018. Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets. Language Learning 68:2 ► pp. 507 ff.
2019. The impact of peer corrective feedback on vocabulary development. Foreign Language Annals 52:3 ► pp. 595 ff.
2021. Maximizing the benefits of peer interaction: Form-focused instruction and peer feedback training. Language Teaching Research► pp. 136216882110046 ff.
Sippel, Lieselotte & Ines A. Martin
2023. Immediate and long-term improvement in lexical stress perception: the role of teacher and peer feedback. International Review of Applied Linguistics in Language Teaching 61:3 ► pp. 1173 ff.
TOSUN, Sibel & Nuray ALAGÖZLÜ
2023. THE EFFECT OF INTERACTIONAL STRATEGY TRAINING ON PEER COLLABORATION AND INTERACTION PATTERNS. Fırat Üniversitesi Sosyal Bilimler Dergisi 33:2 ► pp. 701 ff.
Toth, Paul D. & Yohana Gil‐Berrio
2022. Exploring “Intersubjectivity Negotiation Episodes” and “Language Related Episodes” in Second‐Language Peer Interaction. Language Learning 72:S1 ► pp. 275 ff.
Xu, Jinfen, Yumei Fan & Qingting Xu
2019. EFL learners’ corrective feedback decision-making in task-based peer interaction. Language Awareness 28:4 ► pp. 329 ff.
This list is based on CrossRef data as of 18 november 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.