Agurtzane Azkarai
Biographic Data
| ID | 1691885 |
|---|---|
| NAME | Agurtzane Azkarai |
| GIVEN NAMES | Agurtzane |
| FAMILY NAME | Azkarai |
| SIGNATURE | AZKARAI A |
| AFFILIATIONS | University of the Basque Country |
| ORCID | 0000-0002-3011-344X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Exploring learner-related variables in child collaborative writing
Collaborative writing (CW) tasks have been shown to generate interactional moves conducive to L2 learning. However, recent studies have demonstrated that learner-related variables, including interaction mindset (IM), willingness to communicate (WTC), and proficiency may explain the extent to which L2 learners notice errors or interact in these tasks. This study explores the impact of these individual differences on the interactional behaviours of…
Examining Deductive Versus Guided Instruction From an Interactionist Perspective
The interactionist hypothesis holds that conversational interaction facilitates second language (L2) learning by providing learners opportunities to receive meaningful input, modify their output, and attend to language form. Although research has often explored the efficacy of different types of L2 instruction (deductive or inductive), few studies have done so from an interactionist perspective. This study explores small-group interactions of 19 …
The effect of task repetition on the patterns of interaction of ESL children
Research on collaborative work has explored the benefits of task repetition (TR) for L2 development. TR has been claimed to improve L2 complexity, accuracy and fluency, provide opportunities for feedback, and increase learners’ engagement in their L2, as reported in studies that have explored patterns of interaction. Research on this topic, particularly that undertaken with EFL children as participants, has gained attention in recent years. Howev…
Young EFL learners and collaborative writing
Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings
Research on child English as a second language ( ESL ) learners has shown the benefits of task‐based interaction for the use of different negotiation of meaning (NoM) strategies, which have been claimed to lead to second language learning. However, research on child interaction in foreign language settings is scarce, specifically research on a new prevalent methodology in Europe, content and language integrated learning ( CLIL ). The present stud…
Young EFL learners and collaborative writing
Examining Deductive Versus Guided Instruction From an Interactionist Perspective
The interactionist hypothesis holds that conversational interaction facilitates second language (L2) learning by providing learners opportunities to receive meaningful input, modify their output, and attend to language form. Although research has often explored the efficacy of different types of L2 instruction (deductive or inductive), few studies have done so from an interactionist perspective. This study explores small-group interactions of 19 …
Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings
Research on child English as a second language ( ESL ) learners has shown the benefits of task‐based interaction for the use of different negotiation of meaning (NoM) strategies, which have been claimed to lead to second language learning. However, research on child interaction in foreign language settings is scarce, specifically research on a new prevalent methodology in Europe, content and language integrated learning ( CLIL ). The present stud…
Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings
Research on child English as a second language ( ESL ) learners has shown the benefits of task‐based interaction for the use of different negotiation of meaning (NoM) strategies, which have been claimed to lead to second language learning. However, research on child interaction in foreign language settings is scarce, specifically research on a new prevalent methodology in Europe, content and language integrated learning ( CLIL ). The present stud…
The effect of task repetition on the patterns of interaction of ESL children
Research on collaborative work has explored the benefits of task repetition (TR) for L2 development. TR has been claimed to improve L2 complexity, accuracy and fluency, provide opportunities for feedback, and increase learners’ engagement in their L2, as reported in studies that have explored patterns of interaction. Research on this topic, particularly that undertaken with EFL children as participants, has gained attention in recent years. Howev…
Young EFL learners and collaborative writing
Examining Deductive Versus Guided Instruction From an Interactionist Perspective
The interactionist hypothesis holds that conversational interaction facilitates second language (L2) learning by providing learners opportunities to receive meaningful input, modify their output, and attend to language form. Although research has often explored the efficacy of different types of L2 instruction (deductive or inductive), few studies have done so from an interactionist perspective. This study explores small-group interactions of 19 …
Exploring learner-related variables in child collaborative writing
Collaborative writing (CW) tasks have been shown to generate interactional moves conducive to L2 learning. However, recent studies have demonstrated that learner-related variables, including interaction mindset (IM), willingness to communicate (WTC), and proficiency may explain the extent to which L2 learners notice errors or interact in these tasks. This study explores the impact of these individual differences on the interactional behaviours of…
EFL/ESL Teaching and Learning (5 works) · Mathematics education (5 works) · Psychology (5 works) · Linguistics (4 works) · Cognitive psychology (3 works) · Second Language Learning and Teaching (3 works) · Task (project management) (3 works) · Collaborative writing (2 works) · Computer Science (2 works) · Innovative Teaching and Learning Methods (2 works)