Part of
Second Language Interaction in Diverse Educational ContextsEdited by Kim McDonough and Alison Mackey
[Language Learning & Language Teaching 34] 2013
► pp. 25–44
Edited by Kim McDonough and Alison Mackey
[Language Learning & Language Teaching 34] 2013
► pp. 25–44
2. Language-related episodes during collaborative tasks
A comparison of CLIL and EFL learners
Recent research in different educational settings has provided support for the use of collaborative tasks in which learners consciously reflect on their own language (i.e., produce language-related episodes or LREs). However, little is known about whether learners in content-and-language-integrated-learning (CLIL) programs pay attention to formal aspects of language and whether that has an impact on their written production. This study investigates the effect of collaborative work on production of the present tense marker –s by eighty-one English-as-a-foreign-language (EFL) and CLIL adolescent learners during a dictogloss task. Results showed that CLIL learners produced more LREs than EFL learners and that there was a positive correlation between the number of LREs involving the target form and the learners’ written text reconstructions.
Cited by (38)
Cited by 38 other publications
Delgado-Garza, Paloma & María del Pilar García Mayo
2024. Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task. International Review of Applied Linguistics in Language Teaching 
Gallardo del Puerto, Francisco & María Basterrechea
2024. The role of proficiency and pair formation method in language-related episodes: A study of young CLIL learners’ interaction. Language Teaching Research 28:3 ► pp. 1087 ff.
Martínez-Adrián, María & María Nieva-Marroquín
2023. Exploring the pseudo-longitudinal development of specific morphosyntactic features and syntactic complexity in CLIL young learners. International Review of Applied Linguistics in Language Teaching 61:3 ► pp. 1197 ff.
Mayo, María del Pilar García & María Luquin
2023. Does repeated pre-task planning have an impact on form-focused LREs?. Language Teaching for Young Learners 5:2 ► pp. 149 ff.
Mohammadi Zenouzagh, Zohre
2023. Student interaction patterns and co-regulation practices in text-based and multimodal computer mediated collaborative writing modalities. Educational technology research and development 71:2 ► pp. 313 ff.
Phan, Huong Le Thu & Phung Dao
2023. Engagement in collaborative writing: Exploring learners’ control of task content and text quality. International Journal of Applied Linguistics 33:2 ► pp. 242 ff.
Brandl, Klaus K.
2022. A Task‐Based Approach to Teaching Literary Texts in Advanced Language Classes. Die Unterrichtspraxis/Teaching German 55:1 ► pp. 59 ff.
Gallardo-del-Puerto, Francisco & María Martínez-Adrián
2022. Task-modality effects on young learners’ language-related episodes in collaborative dialogue. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 35:2 ► pp. 480 ff.
Gallego, Muriel
2022. L2 Spanish morphosyntactic development through collaborative writing: An analysis of mood production, text length and syntactic complexity. Language Teaching Research 26:1 ► pp. 34 ff.
Zhang, Meixiu & William J. Crawford
2022. Attention to form in collaborative writing: language-related episodes in L1 and L2 use conditions. Language Awareness 31:2 ► pp. 194 ff.
Benati, Alessandro
2021. Focus on Form,
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
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.
Alfonso Pena, Celia & Elisabet Pladevall-Ballester
2020. Effects of focus on form on primary CLIL students’ foreign language performance in task-based oral
interaction. Journal of Immersion and Content-Based Language Education 8:1 ► pp. 53 ff.
Calzada, Asier & María del Pilar García Mayo
2020. Child EFL learners’ attitudes towards a collaborative writing task. Language Teaching for Young Learners 2:1 ► pp. 52 ff.
Calzada, Asier & María del Pilar García Mayo
2020. Chapter 1. Child EFL grammar learning through a collaborative writing task. In Languaging in Language Learning and Teaching [Language Learning & Language Teaching, 55], ► pp. 20 ff.
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.
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.
Carver, Julie & YouJin Kim
2020. French Learners’ Past-Tense Development through Collaborative Writing Tasks: The Role of Procedural and Content Repetition. The Canadian Modern Language Review 76:2 ► pp. 114 ff.
Villarreal, Izaskun & Nora Gil-Sarratea
2020. The effect of collaborative writing in an EFL secondary setting. Language Teaching Research 24:6 ► pp. 874 ff.
Vraciu, Alexandra
2020. Production Accuracy of Verb Morphology in Early EFL: Does Primary School CLIL Make a Difference?. Linx :81
Basterrechea, María & Michael J. Leeser
2019. Language-related episodes and learner proficiency during collaborative dialogue in CLIL. Language Awareness 28:2 ► pp. 97 ff.
Alcón-Soler, Eva
2018. Chapter 3. Effects of task supported language teaching on learners’ use and knowledge of email request mitigators. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10], ► pp. 56 ff.
Gutiérrez-Mangado, M. Juncal & María Martínez-Adrián
2018. CLIL at the linguistic interfaces. Journal of Immersion and Content-Based Language Education 6:1 ► pp. 85 ff.
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3 ► pp. 285 ff.
Long, Michael H., Assma Al Thowaini, Buthainah Al Thowaini, Jiyong Lee & Payman Vafaee
2018. A micro process-product study of a CLIL lesson l. Instructed Second Language Acquisition 2:1 ► pp. 3 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.
Mozaffari, Seyedeh Hamideh
2017. Comparing student-selected and teacher-assigned pairs on collaborative writing. Language Teaching Research 21:4 ► pp. 496 ff.
Devos, Nathan J.
2016. Development of CLIL into Diverse Contexts. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24], ► pp. 11 ff.
Devos, Nathan J.
2016. Exploring Social Interaction as a Resource in CLIL. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24], ► pp. 61 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.
McDonough, Kim, William J. Crawford & Jindarat De Vleeschauwer
2016. 7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45], ► pp. 185 ff.
Shin, Sun-Young, Ryan Lidster, Stacy Sabraw & Rebecca Yeager
2016. The effects of L2 proficiency differences in pairs on idea units in a collaborative text reconstruction task. Language Teaching Research 20:3 ► pp. 366 ff.
Azkarai, Agurtzane & María del Pilar García Mayo
2015. Task-modality and L1 use in EFL oral interaction. Language Teaching Research 19:5 ► pp. 550 ff.
Basterrechea, María
2015. Pushed output in a multi-stage dictogloss task. ITL - International Journal of Applied Linguistics 166:2 ► pp. 307 ff.
Martínez Adrián, María & María Junkal Gutiérrez Mangado
2015. Is CLIL instruction beneficial in terms of general proficiency and specific areas of grammar?. Journal of Immersion and Content-Based Language Education 3:1 ► pp. 51 ff.
Akiyama, Yuka
2014. Using Skype to Focus on Form in Japanese Telecollaboration. In Engaging Language Learners through Technology Integration [Advances in Educational Technologies and Instructional Design, ], ► pp. 181 ff.
Akiyama, Yuka
2019. Using Skype to Focus on Form in Japanese Telecollaboration. In Computer-Assisted Language Learning, ► pp. 617 ff.
This list is based on CrossRef data as of 24 october 2024. 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.