Chapter published in:
Languaging in Language Learning and Teaching: A collection of empirical studies
Edited by Wataru Suzuki and Neomy Storch
[Language Learning & Language Teaching 55] 2020
► pp. 1940
Alegría de la Colina, A., & García Mayo, M. P.
(2007) Attention to form across collaborative tasks by low-proficiency learners in an EFL setting. In M. P. García Mayo (Ed.), Investigating tasks in formal language learning (pp. 91–116). Clevedon: Multilingual Matters.Google Scholar
Basterrechea, M., & García Mayo, M. P.
(2013) Language-related episodes during collaborative tasks: A comparison of CLIL and EFL learners. In K. McDonough & A. Mackey (Eds.), Second language interaction in diverse educational contexts (pp. 25–43). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Brooks, L., & Swain, M.
(2009) Languaging in collaborative writing: Creation and response to expertise. In A. Mackey & C. Polio (Eds.), Multiple perspectives on interaction in SLA (pp. 58–89). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Cambridge English Language Assessment
(2014) Cambridge English Movers (YLE Movers), Vol. 1. Available at http://​www​.cambridgeenglish​.org​/exams​-and​-tests​/movers​/preparation/ (22 July, 2019).
Dulay, H. C., & Burt, M. K.
(1973) Should we teach children syntax? Language Learning, 23 (2), 245–258. CrossrefGoogle Scholar
Eckerth, J.
(2008) Investigating consciousness-raising tasks: Pedagogically target and non-target learning gains. International Journal of Applied Linguistics, 18 (2), 119–145. CrossrefGoogle Scholar
Ellis, R.
(2016) Focus on form: A critical review. Language Teaching Research, 20 (3), 405–428. CrossrefGoogle Scholar
Enever, J.
(Ed.) (2018) Policy and politics in global primary English. Oxford: Oxford University Press.Google Scholar
Fernández-Dobao, A.
(2014) Vocabulary learning in collaborative tasks: A comparison of pair and small group work. Language Teaching Research, 18 (4), 497–520. CrossrefGoogle Scholar
(2016) Peer interaction and learning: A focus on the silent learner. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 33–62). Amsterdam: John Benjamins. CrossrefGoogle Scholar
García Mayo, M. P.
(2002) The effectiveness of two form-focused tasks in advanced EFL pedagogy. International Journal of Applied Linguistics, 12 (2), 156–175. CrossrefGoogle Scholar
(2018) Dictogloss technique. In J. I. Liontas, T. International Association, & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching (pp. 1–5). CrossrefGoogle Scholar
García Mayo, M. P., & Imaz Agirre, A.
(2019) Task modality and pair formation method: Their impact on patterns of interaction and LREs among EFL primary school children. System, 80 , 165–175. CrossrefGoogle Scholar
García Mayo, M. P., & Azkarai, A.
(2016) EFL task-based interaction: Does task modality impact on language-related episodes? In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 241–266). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Goldshneider, J., & DeKeyser, R.
(2005) Explaining the ‘natural order of L2 morpheme acquisition’ in English: A meta-analysis of multiple determinants. Language Learning, 55 (1), 27–77. CrossrefGoogle Scholar
IBM Corp.
(2016) IBM SPSS Statistics for Windows, Version 24.0. Armonk, NY: IBM Corp.Google Scholar
Ionin, T., & Montrul, S.
(2010) The role of L1 transfer in the interpretation of articles with definite plurals in L2 English. Language Learning, 60 (4), 877–925. CrossrefGoogle Scholar
Kim, Y.
(2008) The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary. The Modern Language Journal, 92 (1), 114–130. CrossrefGoogle Scholar
Kowal, M., & Swain, M.
(1994) Using collaborative language production tasks to promote students’ language awareness. Language Awareness, 3 (2), 73–93. CrossrefGoogle Scholar
Krashen, S.
(1981) Second language acquisition and second language learning. Oxford: Pergamon.Google Scholar
(1982) Acquiring a second language. World Englishes, 1 (3), 97–101. CrossrefGoogle Scholar
Kuiken, F., & Vedder, I.
(2002) The effect of interaction in acquiring the grammar of a second language. International Journal of Educational Research, 37 (3–4), 343–358. CrossrefGoogle Scholar
Leeser, M.
(2004) Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8 (1), 55–81. CrossrefGoogle Scholar
Manchón, R. M.
(2011) Writing to learn the language: Issues in theory and research. In R. M. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 61–82). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Manchón, R. M., & Williams, J.
(2016) L2 writing and SLA studies. In R. M. Manchón & P. K. Matsuda (Eds.). Handbook of second and foreign language writing. Berlin: De Gruyter Mouton. CrossrefGoogle Scholar
Master, P.
(1997) The English article system: Acquisition, function and pedagogy. System, 25 (2), 215–232. CrossrefGoogle Scholar
Masuda, K., & Iwasaki, N.
(2018) Pair-work dynamics: Stronger learners’ languaging engagement and learning outcomes of the Japanese polysemous particles ni/de . Language and Sociocultural Theory, 5 (1), 46–71. CrossrefGoogle Scholar
Nassaji, H., & Tian, J.
(2010) Collaborative and individual output tasks and their effects on learning English phrasal verbs. Language Teaching Research, 14 (4), 397–419. CrossrefGoogle Scholar
Ohta, A.
(2001) Second language acquisition processes in the classroom: Learning Japanese. Mahwah, NJ: Lawrence Erlbaum Associates. CrossrefGoogle Scholar
Ormerod, M., & Reas, C.
(2014) Tiger 6th Primary pupil’s book. Madrid: Heinemann.Google Scholar
Sato, M.
(2016) Interaction mindsets, interactional behaviors, and L2 development: An affective-social-cognitive model. Language Learning, 67 (2), 249–283. CrossrefGoogle Scholar
Sato, M., & Viveros, P.
(2016) Interaction or collaboration? Group dynamics in the foreign language classroom. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning. Pedagogical potential and research agenda (pp. 91–112). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Schmidt, R.
(1990) The role of consciousness in second language learning. Applied Linguistics, 11 (2), 129–158. CrossrefGoogle Scholar
Selinker, L.
(1972) Interlanguage. International Review of Applied Linguistics in Language Teaching, 10 (3), 209–241.Google Scholar
Shak, J.
(2006) Children using dictogloss to focus on form. Reflections on English Language Teaching, 5 (2), 47–62.Google Scholar
Spanish Parliament (Congreso de los Diputados)
(2013) Organic law for the improvement of the quality of Education, (Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa, LOMCE). Available at https://​www​.boe​.es​/buscar​/act​.php​?id​=BOE​-A​-2013​-12886 (22 July 2019).
Storch, N.
(2001) How collaborative is pair work? ESL tertiary students composing in pairs. Language Teaching Research, 5 (1), 29–53. CrossrefGoogle Scholar
(2008) Metatalk in a pair work activity: Level of engagement and implications for language development. Language Awareness, 17 (2), 95–114. CrossrefGoogle Scholar
(2013) Collaborative writing in L2 classrooms. Bristol: Multilingual Matters. CrossrefGoogle Scholar
(2016) Collaborative writing. In R. M. Manchón & P. Matsuda (Eds.), Handbook of second and foreign language writing (pp. 387–406). Berlin: De Gruyter Mouton. CrossrefGoogle Scholar
Swain, M.
(1995) Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics (pp. 125–144). Oxford: Oxford University Press.Google Scholar
(2006) Languaging, agency and collaboration in advanced language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). New York, NY: Continuum.Google Scholar
Swain, M., & Lapkin, S.
(2001) Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks. Second language learning, teaching and testing (pp. 99–117). London: Longman.Google Scholar
(2002) Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37 (3–4), 85–304.Google Scholar
Vygotsky, L. S.
(1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
Wajnryb, R.
(1990) Grammar dictation. Oxford: Oxford University Press.Google Scholar
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 (2), 121–142. CrossrefGoogle Scholar
Williams, J.
(2012) The potential role(s) of writing in second language development. Journal of Second Language Writing, 21 (4), 321–331. CrossrefGoogle Scholar
Wood, D., Bruner, J., & Ross, G.
(1976) The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry and Allied Disciplines, 17 (2), 89–100. CrossrefGoogle Scholar
Yu, S., & Lee, I.
(2016) Peer feedback in second language writing (2005–2014). Language Teaching, 49(4), 461–493. CrossrefGoogle Scholar
Cited by

Cited by 4 other publications

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. Crossref 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. Crossref logo
Luquin, María & María del Pilar García Mayo
2021. Exploring the use of models as a written corrective feedback technique among EFL children. System 98  pp. 102465 ff. Crossref logo
Olioumtsevits, Konstantina, Despina Papadopoulou & Theodoros Marinis
2022. Second language grammar learning in refugee children. Pedagogical Linguistics Crossref logo

This list is based on CrossRef data as of 03 april 2022. 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.