Article published In:
Language Teaching for Young Learners
Vol. 2:1 (2020) ► pp.5272
References
Ajzen, I.
(1988) Attitudes, personality and behavior. Milton Keynes: Open University Press.Google Scholar
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
Aula Blasco, J.
(2016) The relationship between writing anxiety, writing self-efficacy, and Spanish EFL students’ use of metacognitive writing strategies: A case study. Journal of English Studies, 14(0), 7–45. DOI logoGoogle 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). Retrieved from [URL]. DOI logo
Becker, C., & Roos, J.
(2016) An approach to creative speaking activities in the young learners’ classroom. Education Inquiry, 7(1), 9–26. DOI logoGoogle Scholar
Cambridge English Language Assessment
(2014) Cambridge English Movers (YLE Movers). Volume 1. Retrieved from [URL]
Chen, W., & Yu, S.
(2019) A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing. System, 821, 83–96. DOI logoGoogle Scholar
Enever, J.
(Ed.) (2018) Policy and politics in global primary English. Oxford: Oxford University Press.Google Scholar
European Commission
(2012) First European survey on languages competences. Final report. Retrieved from [URL]
Fernández Dobao, A.
(2012) Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21(1), 40–58. DOI logoGoogle Scholar
(2014) Vocabulary learning in collaborative tasks: A comparison of pair and small group work. Language Teaching Research, 18(4), 497–520. DOI logoGoogle Scholar
Fernández Dobao, A., & Blum, A.
(2013) Collaborative writing in pairs and small groups: Learners’ attitudes and perceptions. System, 41(2), 365–378. DOI logoGoogle Scholar
García Mayo, M. P.
(2008) The acquisition of four nongeneric uses of the article the by Spanish EFL learners. System, 36(4), 550–565. DOI logoGoogle Scholar
(2018) Dictogloss technique. In J. I. Liontas, T. International Association, & M. Delli Carpini (Eds.), The TESOL encyclopedia of English language teaching (pp. 1–5). DOI logoGoogle Scholar
forthcoming). ‘Are you coming back? It was fun’ turning ethical and methodological challenges into opportunities in task-based research with children. In A. Pinter & K. Kuchah Eds. Ethical and methodological issues in researching young language learners in school contexts Bristol Multilingual Matters
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. DOI logoGoogle 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, 801, 165–175. DOI logoGoogle Scholar
García Mayo, M. P., & Villarreal Olaizola, I.
(2011) The development of suppletive and affixal tense and agreement morphemes in the L3 English of Basque-Spanish bilinguals. Second Language Research, 27(1), 129–149. DOI logoGoogle Scholar
García Mayo, M. P., & Zeitler, N.
(2017) Lexical language-related episodes in pair and small group work. International Journal of English Studies, 17(1), 61. DOI logoGoogle Scholar
Gil, M. C.
(2002) Spanish students in British universities: Developing a support resource to improve their academic writing skills. Presented at the Setting the Agenda: Languages, Linguistics and Area Studies in Higher Education conference, Manchester.
IBM Corp.
(2016) IBM SPSS Statistics for Windows (Version 24.0). Armonk, NY: IBM Corp.Google Scholar
Izumi, S.
(2003) Comprehension and production processes in second language learning: In search of the psycholinguistic rationale of the Output Hypothesis. Applied Linguistics, 24(2), 168–196. DOI logoGoogle Scholar
Johnson, K.
(2008) An introduction to foreign language learning and teaching. Harlow: Pearson Education.Google Scholar
Kim, Y., & McDonough, K.
(2008) The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language Teaching Research, 12(2), 211–234. DOI logoGoogle Scholar
Lambert, C.
(2017) Tasks, affect and second language performance. Language Teaching Research, 21(6), 657–664. DOI logoGoogle Scholar
Leeser, M. J.
(2004) Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8(1), 55–81. DOI logoGoogle Scholar
Lin, O. P., & Maarof, N.
(2013) Collaborative writing in summary writing: Student perceptions and problems. Procedia – Social and Behavioral Sciences, 901, 599–606. DOI logoGoogle 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. DOI logoGoogle Scholar
Mozaffari, S. H.
(2017) Comparing student-selected and teacher-assigned pairs on collaborative writing. Language Teaching Research, 21(4), 496–516. DOI logoGoogle Scholar
Pinter, A.
(2011) Children learning second languages. Houndmills: Palgrave Macmillan. DOI logoGoogle Scholar
Shak, J.
(2006) Children using dictogloss to focus on form. Reflections on English Language Teaching, 5(2), 47–62.Google Scholar
Shak, J., & Gardner, S.
(2008) Young learner perspectives on four focus-on-form tasks. Language Teaching Research, 12(3), 387–408. DOI logoGoogle Scholar
Shehadeh, A.
(2011) Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 20(4), 286–305. DOI logoGoogle Scholar
Silva, T.
(1992) L1 vs L2 writing; ESL graduate students’ perceptions. TESL Canada Journal, 27–47. DOI logoGoogle Scholar
Storch, N.
(2002) Patterns of interaction in ESL pair work. Language Learning, 52(1), 119–158. DOI logoGoogle Scholar
(2005) Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153–173. DOI logoGoogle Scholar
(2016) Collaborative writing. In R. M. Manchón & P. K. Matsuda (Eds.), Handbook of second and foreign language writing. Berlin: De Gruyter. DOI logoGoogle Scholar
(2019) Collaborative writing. Language Teaching, 52(01), 40–59. DOI logoGoogle Scholar
Storch, N., & Aldosari, A.
(2013) Pairing learners in pair work activity. Language Teaching Research, 17(1), 31–48. DOI logoGoogle Scholar
Swain, M.
(1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & M. Madden (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.Google Scholar
(1993) The Output Hypothesis: Just speaking and writing aren’t enough. Canadian Modern Language Review, 50(1), 158–164. DOI logoGoogle Scholar
(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.Google Scholar
(2000) The Output Hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford: Oxford University Press.Google Scholar
(2006) Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum.Google Scholar
Swain, M., & Lapkin, S.
(1998) Interaction and second language learning: Two adolescent French Immersion students working together. The Modern Language Journal, 82(3), 320–337. DOI logoGoogle Scholar
Vygotsky, L. S.
(1978) Mind in society: The development of higher psychological processes. Cambridge: 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. DOI logoGoogle Scholar
Cited by

Cited by 8 other publications

Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching, DOI 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. DOI logo
García Mayo, María del Pilar
2021. Editorial. Language Teaching for Young Learners 3:2  pp. 181 ff. DOI logo
Mayo, María del Pilar García
2021. Child Interaction in Task-Supported EFL/CLIL Contexts. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 397 ff. DOI logo
Martínez-Adrián, María & Francisco Gallardo-del-Puerto
2021. Task modality and language-related episodes in young learners: An attempt to manage accuracy and editing. Language Teaching Research  pp. 136216882110528 ff. DOI logo
Martínez-Adrián, María, M. Juncal Gutiérrez-Mangado, Francisco Gallardo-del-Puerto & María Basterrechea
2021. Language-related episodes by young CLIL learners. Language Teaching for Young Learners 3:2  pp. 214 ff. DOI logo
Olioumtsevits, Konstantina, Despina Papadopoulou & Theodoros Marinis
Roca de Larios, Julio, Francisco Javier García Hernández & Yvette Coyle

This list is based on CrossRef data as of 10 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.