Part of
Synthesizing Research on Language Learning and TeachingEdited by John M. Norris and Lourdes Ortega
[Language Learning & Language Teaching 13] 2006
► pp. 91–131
Edited by John M. Norris and Lourdes Ortega
[Language Learning & Language Teaching 13] 2006
► pp. 91–131
3. Investigating the empirical link between task-based interaction and acquisition
A meta-analysis
Cited by (111)
Cited by 111 other publications
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2024. Teachers’ and learners’ beliefs about task-based language teaching. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 228 ff.
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2024. Revisiting the effectiveness of study abroad language programs: A multi-level meta-analysis. Language Teaching Research 28:1 ► pp. 156 ff.
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2023. Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context. Language Teaching Research 27:6 ► pp. 1532 ff.
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2023. Inclusivity, friendship and language learning: boosting collaboration in interactive groups. Educational Research 65:2 ► pp. 189 ff.
Torres, Julio
2023. Heritage language learners’ written texts across pair types and interaction mode. Language Teaching Research 27:1 ► pp. 5 ff.
Villavicencio Reinoso , Jorge
2023. A Systematic Literature Review: Direct and Indirect Feedback Strategies in EFL Contexts. rEFLections 30:3 ► pp. 866 ff.
Young, Anthony & Jeong-Bae Son
2023. Synchronous computer-mediated communication and task-based learning in the EFL classroom. Language Teaching Research
Avgousti, Maria Iosifina & Stella K. Hadjistassou
2022. Exploring the (Un‐)explored in Applied Linguistics. In Research Methods in Language Teaching and Learning, ► pp. 288 ff.
Azkarai, Agurtzane, Rhonda Oliver & Yohana Gil‐Berrio
2022. Examining Deductive Versus Guided Instruction From an Interactionist Perspective. Language Learning 72:S1 ► pp. 125 ff.
Guchte, Marrit van de, Eline van Batenburg & Daphne van Weijen
2022. Enhancing target language output through synchronous online learner-learner interaction. TASK. Journal on Task-Based Language Teaching and Learning 2:2 ► pp. 218 ff.
Jackson, Daniel O.
2022. Task-Based Language Teaching,
Loewen, Shawn, Maria Buttiler, Matt Kessler & Daniel Trego
2022. Conversation and transcription activities with synchronous video computer-mediated communication: A classroom investigation. System 106 ► pp. 102760 ff.
Lázaro-Ibarrola, Amparo & Raúl Azpilicueta-Martinez
2022. Negotiation of meaning in child-child vs. adult-adult interactions: Evidence from low proficiency EFL learners. International Review of Applied Linguistics in Language Teaching 60:2 ► pp. 463 ff.
Vandommele, Goedele, Koen Van Gorp, Kris Van den Branden & Sven De Maeyer
2022. Assessing the Development of L2 Speaking Skills in Inside-School and Outside-School Settings Through Growth Modelling. Applied Linguistics 43:6 ► pp. 1094 ff.
Vorobel, Oksana
2022. A systematic review of research on distance language teaching (2011–2020): Focus on methodology. System 105 ► pp. 102753 ff.
Williams, Thomas A.
2022. A feladatközpontú nyelvtanítás (TBLT) elmélete és gyakorlata. Magyar Pedagógia 122:1 ► pp. 47 ff.
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching,
Behney, Jennifer & Susan Gass
2021. Interaction,
Bygate, Martin, Virginia Samuda & Kris Van den Branden
2021. A Pedagogical Rationale for Task-Based Language Teaching for the Acquisition of Real-World Language Use. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 27 ff.
Fang, Wei-Chieh, Hui-Chin Yeh, Bo-Ru Luo & Nian-Shing Chen
2021. Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction. ReCALL 33:1 ► pp. 71 ff.
Henderson, Carly
2021. The effect of feedback timing on L2 Spanish vocabulary acquisition in synchronous computer-mediated communication. Language Teaching Research 25:2 ► pp. 185 ff.
M. Norris, John & John McE. Davis
2021. Evaluating Task-Based Language Programs. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 529 ff.
Moranski, Kara & Nicole Ziegler
2021. A Case for Multisite Second Language Acquisition Research: Challenges, Risks, and Rewards. Language Learning 71:1 ► pp. 204 ff.
Nagasaki, Mutsuko, Kristin Armitage & Sunao Orimoto
2021. The Benefits of Interactive and Individual Rehearsals for Developing Second Language Communicative Ability. RELC Journal 52:3 ► pp. 474 ff.
Kao, Chian-Wen
2020. The effect of a digital game-based learning task on the acquisition of the English Article System. System 95 ► pp. 102373 ff.
Mackey, Alison
2020. Interaction, Feedback and Task Research in Second Language Learning,
Rahimi, Soheil, Moussa Ahmadian, Majid Amerian & Hamid Reza Dowlatabadi
2020. Comparing Accuracy and Durability Effects of Jigsaw Versus Input Flood Tasks on the Recognition of Regular Past Tense /-ed/. Sage Open 10:2
Riestenberg, Katherine J.
2020. Meaningful interaction and affordances for language learning at a Zapotec revitalisation programme. The Language Learning Journal 48:3 ► pp. 316 ff.
van Batenburg, Eline, Ron Oostdam, Amos van Gelderen, Ruben Fukkink & Nivja de Jong
2020. The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction. ITL - International Journal of Applied Linguistics 171:2 ► pp. 153 ff.
Bryfonski, Lara & Todd H. McKay
2019. TBLT implementation and evaluation: A meta-analysis. Language Teaching Research 23:5 ► pp. 603 ff.
Mayo, María del Pilar García
2019. Pedagogical approaches and the role of the teacher. Language Teaching Research 23:5 ► pp. 537 ff.
Zhang, Shenglan
2019. Learners’ perceptions of a Wiki-enhanced TBLT approach designed and implemented at the syllabus level. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 54:3 ► pp. 221 ff.
Ziegler, Nicole & Huy Phung
2019. Technology-mediated task-based interaction. ITL - International Journal of Applied Linguistics 170:2 ► pp. 251 ff.
Abbuhl, Rebekha, Nicole Ziegler, Alison Mackey & Luke Amoroso
2018. Interaction and Learning Grammar. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Avgousti, Maria Iosifina
2018. Intercultural communicative competence and online exchanges: a systematic review. Computer Assisted Language Learning 31:8 ► pp. 819 ff.
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.
Cole, Mikel
2018. Effectiveness of peer-mediated learning for English language learners: A meta-analysis. Research Ideas and Outcomes 4
de Vos, Johanna F., Herbert Schriefers, Michel G. Nivard & Kristin Lemhöfer
2018. A Meta‐Analysis and Meta‐Regression of Incidental Second Language Word Learning from Spoken Input. Language Learning 68:4 ► pp. 906 ff.
Kraut, Joshua
2018. The role of ‘roles’ in task-design. In Usage-inspired L2 Instruction [Language Learning & Language Teaching, 49], ► pp. 187 ff.
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3 ► pp. 285 ff.
Loewen, Shawn & Masatoshi Sato
2021. Exploring the relationship between TBLT and ISLA. TASK. Journal on Task-Based Language Teaching and Learning 1:1 ► pp. 47 ff.
Vandommele, Goedele, Kris Van den Branden & Koen Van Gorp
2018. Task-based language teaching. In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12], ► pp. 165 ff.
Ziegler, Nicole & Lara Bryfonski
2018. Interaction‐Driven L2 Learning. In The Handbook of Advanced Proficiency in Second Language Acquisition, ► pp. 94 ff.
García Mayo, María del Pilar & María Basterrechea
2017. CLIL and SLA. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 33 ff.
Gurzynski-Weiss, Laura & Luke Plonsky
2017. Look who’s interacting. In Expanding individual difference research in the interaction approach [AILA Applied Linguistics Series, 16], ► pp. 305 ff.
Jackson, Daniel O. & Alfred Rue Burch
2017. Complementary Theoretical Perspectives on Task‐Based Classroom Realities. TESOL Quarterly 51:3 ► pp. 493 ff.
Loewen, Shawn & Daniel R. Isbell
2017. PRONUNCIATION IN FACE-TO-FACE AND AUDIO-ONLY SYNCHRONOUS COMPUTER-MEDIATED LEARNER INTERACTIONS. Studies in Second Language Acquisition 39:2 ► pp. 225 ff.
Lázaro-Ibarrola, Amparo & María Ángeles Hidalgo
2017. Procedural repetition in task-based interaction among young EFL learners. ITL - International Journal of Applied Linguistics 168:2 ► pp. 183 ff.
Martin-Beltrán, Melinda
2017. Exploring Peer Interaction Among Multilingual Youth: New Possibilities and Challenges for Language and Literacy Learning. International Multilingual Research Journal 11:3 ► pp. 131 ff.
MARTIN–BELTRÁN, MELINDA
2010. The Two‐Way Language Bridge: Co‐Constructing Bilingual Language Learning Opportunities. The Modern Language Journal 94:2 ► pp. 254 ff.
Mozaffari, Seyedeh Hamideh
2017. Comparing student-selected and teacher-assigned pairs on collaborative writing. Language Teaching Research 21:4 ► pp. 496 ff.
Parlak, Özgür & Nicole Ziegler
2017. THE IMPACT OF RECASTS ON THE DEVELOPMENT OF PRIMARY STRESS IN A SYNCHRONOUS COMPUTER-MEDIATED ENVIRONMENT. Studies in Second Language Acquisition 39:2 ► pp. 257 ff.
Polio, Charlene & Susan M. Gass
2017. Preservice instructors’ performance on a language learning task. In Expanding individual difference research in the interaction approach [AILA Applied Linguistics Series, 16], ► pp. 281 ff.
Rolstad, Kellie
2017. Second language instructional competence. International Journal of Bilingual Education and Bilingualism 20:5 ► pp. 497 ff.
BACK, MICHELE
2016. Epistemics and Expertise in Peer Tutoring Interactions: Co‐Constructing Knowledge of Spanish. The Modern Language Journal 100:2 ► pp. 508 ff.
Cole, Jason & Robert Vanderplank
2016. Comparing autonomous and class-based learners in Brazil: Evidence for the present-day advantages of informal, out-of-class learning. System 61 ► pp. 31 ff.
Fujii, Akiko, Nicole Ziegler & Alison Mackey
2016. 2. Peer interaction and metacognitive instruction in the EFL classroom. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45], ► pp. 63 ff.
García Mayo, María del Pilar & Agurtzane Azkarai
2016. 9. EFL task-based interaction. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45], ► pp. 241 ff.
Goo, Jaemyung
2016. Corrective feedback and working memory capacity. In Cognitive Individual Differences in Second Language Processing and Acquisition [Bilingual Processing and Acquisition, 3], ► pp. 279 ff.
Goo, Jaemyung
2019. Interaction in L2 Learning. In The Cambridge Handbook of Language Learning, ► pp. 233 ff.
Loewen, Shawn & Luke Plonsky
2016. An A–Z of Applied Linguistics Research Methods. In An A–Z of Applied Linguistics Research Methods, ► pp. 1 ff.
Plonsky, Luke & YouJin Kim
2016. Task-Based Learner Production: A Substantive and Methodological Review. Annual Review of Applied Linguistics 36 ► pp. 73 ff.
Yang, Jin-Suk
2016. The Effectiveness of Study-Abroad on Second Language Learning: A Meta-Analysis. The Canadian Modern Language Review 72:1 ► pp. 66 ff.
Ziegler, Nicole
2016. Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production. Annual Review of Applied Linguistics 36 ► pp. 136 ff.
Ziegler, Nicole
2016. SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION AND INTERACTION. Studies in Second Language Acquisition 38:3 ► pp. 553 ff.
Bowles, Melissa A. & Rebecca J. Adams
2015. An Interactionist Approach to Learner–learner Interaction in Second and Foreign Language Classrooms. In The Handbook of Classroom Discourse and Interaction, ► pp. 198 ff.
Fogal, Gary G
2015. Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research. Language and Literature: International Journal of Stylistics 24:1 ► pp. 54 ff.
Gass, Susan & Lorena Valmori
2015. Replication in interaction and working memory research: Révész (2012) and Goo (2012). Language Teaching 48:4 ► pp. 545 ff.
Goo, Jaemyung, Gisela Granena, Yucel Yilmaz & Miguel Novella
2015. Implicit and explicit instruction in L2 learning. In Implicit and Explicit Learning of Languages [Studies in Bilingualism, 48], ► pp. 443 ff.
KUBANYIOVA, MAGDALENA
2015. The Role of Teachers’ Future Self Guides in Creating L2 Development Opportunities in Teacher‐Led Classroom Discourse: Reclaiming the Relevance of Language Teacher Cognition. The Modern Language Journal 99:3 ► pp. 565 ff.
Larson‐Hall, Jenifer & Luke Plonsky
2015. Reporting and Interpreting Quantitative Research Findings: What Gets Reported and Recommendations for the Field. Language Learning 65:S1 ► pp. 127 ff.
Nakanishi, Takayuki
2015. A Meta-Analysis of Extensive Reading Research. TESOL Quarterly 49:1 ► pp. 6 ff.
Plonsky, Luke & Dan Brown
2015. Domain definition and search techniques in meta-analyses of L2 research (Or why 18 meta-analyses of feedback have different results). Second Language Research 31:2 ► pp. 267 ff.
Gurzynski-Weiss, Laura & Melissa Baralt
2014. EXPLORING LEARNER PERCEPTION AND USE OF TASK-BASED INTERACTIONAL FEEDBACK IN FTF AND CMC MODES. Studies in Second Language Acquisition 36:1 ► pp. 1 ff.
Hickey, Tina M. & Anne-Marie de Mejía
2014. Immersion education in the early years: a special issue. International Journal of Bilingual Education and Bilingualism 17:2 ► pp. 131 ff.
Keck, Casey & YouJin Kim
Lado, Beatriz, Harriet Wood Bowden, Catherine A Stafford & Cristina Sanz
2014. A fine-grained analysis of the effects of negative evidence with and without metalinguistic information in language development. Language Teaching Research 18:3 ► pp. 320 ff.
Sato, Masatoshi
2014. Exploring the construct of interactional oral fluency: Second Language Acquisition and Language Testing approaches. System 45 ► pp. 79 ff.
Chiu, Chiung-Hui, Chiu-Yi Wu, Sheng-Jieh Hsieh, Hsiao-Wei Cheng & Chung-Kai Huang
2013. Employing a structured interface to advance primary students' communicative competence in a text-based computer mediated environment. Computers & Education 60:1 ► pp. 347 ff.
Cole, Mikel W.
2013. Rompiendo el Silencio: Meta-Analysis of the Effectiveness of Peer-Mediated Learning at Improving Language Outcomes for ELLs. Bilingual Research Journal 36:2 ► pp. 146 ff.
Cole, Mikel W.
2014. Speaking to Read. Journal of Literacy Research 46:3 ► pp. 358 ff.
Goo, Jaemyung & Alison Mackey
2013. THE CASE AGAINST THE CASE AGAINST RECASTS. Studies in Second Language Acquisition 35:1 ► pp. 127 ff.
Jackson, Daniel O. & Sakol Suethanapornkul
2013. The Cognition Hypothesis: A Synthesis and Meta‐Analysis of Research on Second Language Task Complexity. Language Learning 63:2 ► pp. 330 ff.
Kim, YouJin
2013. Effects of Pretask Modeling on Attention to Form and Question Development. TESOL Quarterly 47:1 ► pp. 8 ff.
Kim, YouJin & Nicole Tracy-Ventura
2013. The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction?. System 41:3 ► pp. 829 ff.
Trofimovich, Pavel, Kim Mcdonough & Heike Neumann
2013. Using Collaborative Tasks to Elicit Auditory and Structural Priming. TESOL Quarterly 47:1 ► pp. 177 ff.
Whong, Melinda
2013. A linguistic perspective on communicative language teaching. The Language Learning Journal 41:1 ► pp. 115 ff.
Whong, Melinda
2013. Applied Generative SLA: The Need for an Agenda and a Methodology. In Universal Grammar and the Second Language Classroom [Educational Linguistics, 16], ► pp. 231 ff.
Gurzynski‐Weiss, Laura & Andrea Révész
2012. Tasks, Teacher Feedback, and Learner Modified Output in Naturally Occurring Classroom Interaction. Language Learning 62:3 ► pp. 851 ff.
Ortega, Lourdes
2012. Long, Michael H.. In The Encyclopedia of Applied Linguistics,
Plonsky, Luke
2011. The Effectiveness of Second Language Strategy Instruction: A Meta‐analysis. Language Learning 61:4 ► pp. 993 ff.
Plonsky, Luke
2014. Study Quality in Quantitative L2 Research (1990–2010): A Methodological Synthesis and Call for Reform. The Modern Language Journal 98:1 ► pp. 450 ff.
Plonsky, Luke & Susan Gass
2011. Quantitative Research Methods, Study Quality, and Outcomes: The Case of Interaction Research. Language Learning 61:2 ► pp. 325 ff.
Robinson, Peter
2011. Task‐Based Language Learning: A Review of Issues. Language Learning 61:s1 ► pp. 1 ff.
RÉVÉSZ, ANDREA
2011. Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom‐Based Study. The Modern Language Journal 95:s1 ► pp. 162 ff.
Révész, Andrea
2021. Methodological Approaches to Investigating Task-Based Language Teaching. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 605 ff.
Simard, Daphnée & Gladys Jean
2011. An Exploration of L2 Teachers’ Use of Pedagogical Interventions Devised to Draw L2 Learners’ Attention to Form. Language Learning 61:3 ► pp. 759 ff.
Vinther, Jane
2011. Enhancing motivation with cultural narratives in computer-mediated communication. Computer Assisted Language Learning 24:4 ► pp. 337 ff.
Bowles, Melissa A.
2010. Concurrent Verbal Reports in Second Language Acquisition Research. Annual Review of Applied Linguistics 30 ► pp. 111 ff.
IN'NAMI, YO & RIE KOIZUMI
2010. Database Selection Guidelines for Meta‐Analysis in Applied Linguistics. TESOL Quarterly 44:1 ► pp. 169 ff.
Li, Shaofeng
2010. The Effectiveness of Corrective Feedback in SLA: A Meta‐Analysis. Language Learning 60:2 ► pp. 309 ff.
McDonough, Kim & Wanpen Chaikitmongkol
2010. Collaborative Syntactic Priming Activities and EFL Learners’ Production of Wh-questions. The Canadian Modern Language Review 66:6 ► pp. 817 ff.
Oswald, Frederick L. & Luke Plonsky
2010. Meta-analysis in Second Language Research: Choices and Challenges. Annual Review of Applied Linguistics 30 ► pp. 85 ff.
Sheen, Younghee
2010. INTRODUCTION. Studies in Second Language Acquisition 32:2 ► pp. 169 ff.
Spada, Nina & Yasuyo Tomita
2010. Interactions Between Type of Instruction and Type of Language Feature: A Meta‐Analysis. Language Learning 60:2 ► pp. 263 ff.
Mochizuki, Naoko & Lourdes Ortega
2008. Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization. Language Teaching Research 12:1 ► pp. 11 ff.
NORRIS, JOHN M. & LOURDES ORTEGA
2007. The Future of Research Synthesis in Applied Linguistics: Beyond Art or Science. TESOL Quarterly 41:4 ► pp. 805 ff.
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