References
Aljaafreh, A., & Lantolf, J. P.
(1994) Negative feedback as regulation and second language learning in the zone of proximal development. Modern Language Journal, 78 (4), 465–483. DOI logoGoogle Scholar
Bowles, M.
(2010) The think-aloud controversy in second language research. New York, NY: Routledge. DOI logoGoogle Scholar
Brooks, L., Swain, M., Lapkin, S., & Knouzi, I.
(2010) Mediating between scientific and spontaneous concepts through languaging. Language Awareness, 19 (2), 89–110. DOI logoGoogle Scholar
Centeno-Cortés, B., & Jiménez-Jiménez, A. F.
(2004) Problem-solving tasks in a foreign language: The importance of the L1 in private verbal thinking. International Journal of Applied Linguistics, 14 (1), 7–35. DOI logoGoogle Scholar
Corbin, J., & Strauss, A.
(2008) Basics of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar
Cumming, A.
(1990) Metalinguistic and ideational thinking in second language composing. Written Communication, 7 (4), 482–511. [URL]
Kobayashi, H., & Rinnert, C.
(1992) Effects of first language on second language writing: Translation vs. direct composition. Language Learning, 42 (2), 183–215. DOI logoGoogle Scholar
Diaz, R. M.
(1992) Methodological concerns in the study of private speech. In R. M. Diaz, & E. B. Laura (Eds.), Private speech (pp. 33–56). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
DiCamilla, F. J., & Antón, M.
(1997) Repetition in the collaborative discourse of L2 learners: A Vygotskian perspective. Canadian Modern Language Review, 53 (4), 609–633. DOI logoGoogle Scholar
(2004) Private speech: A study of language for thought in the collaborative interaction of language learners. International Journal of Applied Linguistics 14 (1), 36–69. DOI logoGoogle Scholar
Donato, R.
(1994) Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56). Norwood, NJ: Ablex.Google Scholar
Educational Testing Service
(n.d.) Writing topics. Retrieved from [URL] (2 March, 2012).
Ericsson, K. A., & Simon, H. A.
(1993) Protocol analysis: Verbal reports as data (2nd ed.). Cambridge, MA: The MIT Press. DOI logoGoogle Scholar
Frawley, W., & Lantolf, J. P.
(1985) Second language discourse: A Vygotskyan perspective. Applied Linguistics 6 (1), 19–44. DOI logoGoogle Scholar
Granott, N.
(2005) Scaffolding dynamically toward change: Previous and new perspectives. New Ideas in Psychology, 23 (3), 140–151. DOI logoGoogle Scholar
Guerrero, M. C. M. de
(2018) Going covert: Inner and private speech in language learning. Language Teaching, 51 (1), 1–35. DOI logoGoogle Scholar
Guerrero, M. C. M. de, & Villamil, O. S.
(2000) Activating the ZPD: Mutual scaffolding in L2 peer revision. Modern Language Journal, 84 (1), 51–68. DOI logoGoogle Scholar
Holton, D., & Clarke, D.
(2006) Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37 (2), 127–143. DOI logoGoogle Scholar
Ishikawa, M.
(2018) Written languaging, learners’ proficiency levels and L2 grammar learning. System, 74 , 50–61. DOI logoGoogle Scholar
Knouzi, I., Swain, M., Lapkin, S., & Brooks, L.
(2010) Self-scaffolding mediated by languaging: Microgenetic analysis of high and low performers. International Journal of Applied Linguistics, 20 (1), 23–49. DOI logoGoogle Scholar
Leki, I., Cumming, A., & Silva, T.
(2008) A synthesis of research on second language writing in English. New York, NY: Routledge.Google Scholar
Li, M., & Kim, D.
(2016) One wiki: Two groups: Dynamic interactions across ESL collaborative writing tasks. Journal of Second Language Writing, 31 , 25–42. DOI logoGoogle Scholar
McCafferty, S. G.
(1994) Adult second language learners’ use of private speech: A review of studies. The Modern Language Journal, 78 (4), 421–436. DOI logoGoogle Scholar
Negueruela, E.
(2008) Revolutionary pedagogies: Learning that leads development in the second language classroom. In J. P. Lantolf & M. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp.189–227). London: Equinox.Google Scholar
Ohta, A. S.
(2001) Second language acquisition processes in the classroom: Learning Japanese. Mahwah, NJ: Lawrence Erlbaum Associates. DOI logoGoogle Scholar
Smagorinsky, P.
(1998) Thinking and speech and protocol analysis. Mind, Culture, and Activity, 5 (3), 157–177. DOI logoGoogle Scholar
(2001) Rethinking protocol analysis from a cultural perspective. Annual Review of Applied Linguistics, 21 , 233–245. DOI logoGoogle Scholar
Storch, N.
(2005) Collaborative writing: Product, process and students’ reflections. Journal of Second Language Writing, 14 (3), 153–173. DOI logoGoogle Scholar
(2011) Collaborative writing in L2 contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics, 31 , 275–288. DOI logoGoogle Scholar
(2013) Collaborative writing in L2 classrooms. Bristol: Multilingual Matters. DOI logoGoogle Scholar
Suzuki. W.
(2012) Written languaging, direct correction, and second language writing revision. Language Learning, 62 (4), 1110–1133. DOI logoGoogle Scholar
Swain, M.
(2006a) Languaging, agency and collaboration in advanced language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum.Google Scholar
(2006b) Verbal protocols: What does it mean for research to use speaking as a data collection tool? In M. Chaloub-Deville, A. C. Chapelle, & P. Duff (Eds.), Inference and generalizability in applied linguistics: Multiple research perspectives (pp. 97–113). Amsterdam: John Benjamins. DOI logoGoogle Scholar
(2013) The inseparability of cognition and emotion in second language learning. Language Teaching, 46 (2), 195–207. DOI logoGoogle Scholar
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L.
(2009) Languaging: University students learn the grammatical concept of voice in French. The Modern Langauge Journal, 93 (1), 5–29. DOI logoGoogle Scholar
Swain, M., & Watanabe, Y.
(2020) Languaging: Collaborative dialogue as a source of secondlanguage learning. In C. A. Chapelle (Ed.), The concise encyclopedia of applied linguistics (pp. 667–674). Hoboken, NJ: John Wiley & Sons. DOI logoGoogle Scholar
Uzawa, K.
(1996) Second language learners’ processes of LI writing, L2 writing, and translation from LI into L2. Journal of Second Language Writing, 5 (3), 271–294. DOI logoGoogle Scholar
Villamil, O. S., & Guerrero, M. C. M. de
(1996) Peer revision in the L2 classroom: Social-cognitive activities, mediating strategies and aspects of social behavior. Journal of Second Language Writing, 5 (1), 51–75. DOI logoGoogle Scholar
Vygotsky, L. S.
(1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
(1987) Thinking and speech. In R. W. Reiber, A. S. Carton, & N. Minik (Eds.), The collected works of L. S. Vygotsky. Volume 1: Problems of general psychology (pp. 37–285). New York, NY: Plenum Press.Google Scholar
Wang, L., & Hyun, E.
(2009) A study of sociolinguistic characteristics of Taiwan children’s peer-talk in a Mandarin-English-speaking preschool. Journal of Early Childhood Research, 7 (1), 3–26. DOI logoGoogle Scholar
Watanabe, Y.
(2008) Peer-peer interaction between L2 learners of different proficiency levels: Their interactions and reflections. Canadian Modern Language Review, 64 (1), 605–636. DOI logoGoogle Scholar
(2014) Collaborative and independent writing: Japanese university English learners’ processes, texts and opinions (Unpublished doctoral dissertation). University of Toronto.Google Scholar
(2019) The role of languaging in collaborative and independent writing: When pairs outperform individuals. In M. Haneda & H. Nassaji (Eds.), Perspectives on language as action: Festschrift in honour of Merrill Swain (pp. 63–79). Bristol: Multilingual Matters. DOI logoGoogle Scholar
(2020) Collaborative and individual writing: University English learners’ verbal processes while composing. In M. Riazi, L. Shi, & K. Barkaoui (Eds.), Studies and essays on learning, teaching and assessing L2 writing in honour of Alister Cumming (pp. 100–125). Newcastle upon Tyne: Cambridge Scholars Publishing.Google Scholar
Watanabe, Y., & Swain, M.
(2007) The 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. DOI logoGoogle Scholar
Wood, D., Bruner, J. S., & Ross, G.
(1976) The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17 (2), 89–100. DOI logoGoogle Scholar
Yoshida, R.
(2009) Learners in Japanese language classrooms. Overt and covert participation. London: Continuum.Google Scholar