Article published in:
Peer Interaction and Second Language Learning: Pedagogical potential and research agenda
Edited by Masatoshi Sato and Susan Ballinger
[Language Learning & Language Teaching 45] 2016
► pp. 6389
Cited by

Cited by 16 other publications

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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. Crossref logo
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. Crossref logo
Dao, Phung, Mai Xuan Nhat Chi Nguyen & Ngoc Bao Chau Nguyen
2021. Effect of pronunciation instruction on L2 learners’ listening comprehension. Journal of Second Language Pronunciation 7:1  pp. 10 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
Kim, Youjin, Yeonjoo Jung & Nicole Tracy-Ventura
2017. Implementation of a Localized Task-Based Course in an EFL Context: A Study of Students’ Evolving Perceptions. TESOL Quarterly 51:3  pp. 632 ff. Crossref logo
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3  pp. 285 ff. Crossref logo
Martin, Ines A. & Lieselotte Sippel
2021. Is giving better than receiving?. Journal of Second Language Pronunciation 7:1  pp. 62 ff. Crossref logo
Martin, Ines A. & Lieselotte Sippel
2021. Providing vs. receiving peer feedback: Learners’ beliefs and experiences. Language Teaching Research  pp. 136216882110243 ff. Crossref logo
Moranski, Kara & Nicole Ziegler
2021. A Case for Multisite Second Language Acquisition Research: Challenges, Risks, and Rewards. Language Learning 71:1  pp. 204 ff. Crossref logo
Philp, Jenefer
2016.  In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 377 ff. Crossref logo
Sato, Masatoshi
2020. Learner attitudes and attention to form in peer interaction: A proposal to replicate Adams et al. (2011) and Philp et al. (2010). Language Teaching  pp. 1 ff. Crossref logo
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. Crossref logo
Sippel, Lieselotte
2019. The impact of peer corrective feedback on vocabulary development. Foreign Language Annals 52:3  pp. 595 ff. Crossref logo
Sippel, Lieselotte
2021. Maximizing the benefits of peer interaction: Form-focused instruction and peer feedback training. Language Teaching Research  pp. 136216882110046 ff. Crossref logo
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. Crossref logo

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