This study investigated the occurrence of language-related episodes (LREs) in interactive tasks performed by pairs
of Vietnamese English Foreign Language (EFL) learners and the extent to which linguistic knowledge targeted in these LREs was
transferred to subsequent public performance (PP) of the same tasks in front of the class. Task performance data was collected
from 24 pairs of learners from six intact grade 11 EFL classes at a Vietnamese high school as they carried out two interactive
speaking tasks in consecutive weeks, first privately in pairs and then, within the same lesson, publically in front of the class.
Teachers and learners were also interviewed. Results showed LREs to be frequent in task rehearsals. The majority of LREs were
resolved correctly by the learners and led to more accurate use of the targeted linguistic items in subsequent public performance.
The results and supporting interview data shows how, in this school, the practice of asking learners to repeat the performance of
tasks in front of the class positively affected learner engagement and enriched the language learning opportunities available
through interactive oral tasks.
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2024. Unpacking multilingual learners’ creativity in the TBLT classroom: a translanguaging perspective. Journal of Multilingual and Multicultural Development► pp. 1 ff.
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2020. The role of task repetition in a Korean as a foreign language classroom: Writing quality, attention to form, and learning of Korean grammar. Foreign Language Annals 53:4 ► pp. 827 ff.
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2020. Translanguaging and Task Based Language Teaching: Crossovers and Challenges. In Envisioning TESOL through a Translanguaging Lens [Educational Linguistics, 45], ► pp. 275 ff.
This list is based on CrossRef data as of 25 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.