Tomáš Kos
Dados Biográficos
| ID | 4621422 |
|---|---|
| NOME | Tomáš Kos |
| PRENOMES | Tomáš |
| SOBRENOME | Kos |
| ASSINATURA | KOS T |
| AFILIAÇÕES | Department of English and American Studies Humboldt University of Berlin Berlin Germany |
| ORCID | 0000-0001-7499-4755 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 2 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2023 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
From reflection to design
This study examined how a plurilingual research team (N = 7) drew on reflections from two exploratory workshops in Iceland (Reykjavík) and Germany (Berlin) to shape the philosophical, theoretical, and methodological foundations of a longitudinal study on cross-linguistic mediation (CLM) in multilingual primary school settings. Drawing on twenty hours of recorded reflective discussions, the analysis traces how the researchers’ philosophical and th…
Developing pre-service teachers’ instruction-giving practices through an explicit training intervention
Instruction-giving (IG) is central to classroom interaction in Content and Language Integrated Learning (CLIL), yet it is rarely taught explicitly in pre-service CLIL teacher education. In response, the authors redesigned a CLIL practicum course and introduced targeted IG training in the second year. This study (a) described the redesign of an IG-focused training component and (b) examined whether the redesigned course was associated with differe…
Errors, avoidance, and L1 transfer in English relative clauses
This study examines the acquisition of English relative clauses (RCs) by Sorani Kurdish-speaking learners, an under-researched population in second language acquisition (SLA). It explores how intrinsic structural complexity and prior linguistic knowledge shape learners’ production, error patterns, and avoidance of RCs. Data from a sentence combination test, a sentence translation test, and a set of argumentative essays were analyzed to identify a…
Tapping into pre-service teachers’ perspectives on Content and Language Integrated Learning (CLIL) based projects in the German Primary School context
Studies with pre-service teachers (PSTs) in Content and Language Integrated Learning (CLIL) programmes have reported positive self-efficacy beliefs, favourable attitudes towards CLIL, enhanced CLIL-related knowledge, and improved communicative skills. However, less is known about how PSTs implement CLIL in real classroom settings, reflect on these experiences, and how such experiences shape their understanding of CLIL. This study addressed this g…
Collaborative Writing and Learning of Reported Speech During Mixed‐Age Peer Interactions in English as a Foreign Language Classroom
Peer collaboration is an essential part of learning in mixed‐age (M‐A) classrooms, and the same applies to writing and learning grammar in the secondary school curriculum. Although a growing body of research has shown language learning benefits of collaborative writing (CW), only very few have been conducted with secondary school students. Studies into the role and impact of age grouping in foreign language (FL) learning are scarce. To fill these…
Enhancing Young Learners’ Peer Collaboration
An increasing body of research has explored patterns of interaction and peer support among young learners. Although some studies suggest that young learners can engage in collaboration when interacting on tasks, other studies indicate the opposite. Moreover, despite the claims that peer collaboration is conducive to learning, studies have not paid enough attention to the “how” to enhance peer collaboration on tasks. This article proposes that enh…
Young EFL Learners Collaboratively Writing a Dialogue During a Regular Classroom Lesson
A growing body of research has explored collaborative writing (CW) among young learners. Nevertheless, studies have mainly focused on tasks such as the dictogloss, which is rather uncommon in regular classroom teaching and has neglected activities that are more common. In addition, research has focused on language-related episodes (LREs) without considering other important episodes including those that involve the teacher. Finally, only one study…
Exploring peer support among young learners during regular EFL classroom lessons
This study explored peer support among grade 5 learners of English as a foreign language (N = 24) interacting during regular lessons. Grounded in sociocultural theory and applying mixed‐method research methodology, this study explored to what extent and how young learners support one another during classroom tasks targeting lexical phrases. Moreover, it investigated to what extent such support accounts for learning opportunities. Students relied …
Enhancing Young Learners’ Peer Collaboration
An increasing body of research has explored patterns of interaction and peer support among young learners. Although some studies suggest that young learners can engage in collaboration when interacting on tasks, other studies indicate the opposite. Moreover, despite the claims that peer collaboration is conducive to learning, studies have not paid enough attention to the “how” to enhance peer collaboration on tasks. This article proposes that enh…
Exploring peer support among young learners during regular EFL classroom lessons
This study explored peer support among grade 5 learners of English as a foreign language (N = 24) interacting during regular lessons. Grounded in sociocultural theory and applying mixed‐method research methodology, this study explored to what extent and how young learners support one another during classroom tasks targeting lexical phrases. Moreover, it investigated to what extent such support accounts for learning opportunities. Students relied …
Young EFL Learners Collaboratively Writing a Dialogue During a Regular Classroom Lesson
A growing body of research has explored collaborative writing (CW) among young learners. Nevertheless, studies have mainly focused on tasks such as the dictogloss, which is rather uncommon in regular classroom teaching and has neglected activities that are more common. In addition, research has focused on language-related episodes (LREs) without considering other important episodes including those that involve the teacher. Finally, only one study…
Exploring peer support among young learners during regular EFL classroom lessons
This study explored peer support among grade 5 learners of English as a foreign language (N = 24) interacting during regular lessons. Grounded in sociocultural theory and applying mixed‐method research methodology, this study explored to what extent and how young learners support one another during classroom tasks targeting lexical phrases. Moreover, it investigated to what extent such support accounts for learning opportunities. Students relied …
Collaborative Writing and Learning of Reported Speech During Mixed‐Age Peer Interactions in English as a Foreign Language Classroom
Peer collaboration is an essential part of learning in mixed‐age (M‐A) classrooms, and the same applies to writing and learning grammar in the secondary school curriculum. Although a growing body of research has shown language learning benefits of collaborative writing (CW), only very few have been conducted with secondary school students. Studies into the role and impact of age grouping in foreign language (FL) learning are scarce. To fill these…
Enhancing Young Learners’ Peer Collaboration
An increasing body of research has explored patterns of interaction and peer support among young learners. Although some studies suggest that young learners can engage in collaboration when interacting on tasks, other studies indicate the opposite. Moreover, despite the claims that peer collaboration is conducive to learning, studies have not paid enough attention to the “how” to enhance peer collaboration on tasks. This article proposes that enh…
From reflection to design
This study examined how a plurilingual research team (N = 7) drew on reflections from two exploratory workshops in Iceland (Reykjavík) and Germany (Berlin) to shape the philosophical, theoretical, and methodological foundations of a longitudinal study on cross-linguistic mediation (CLM) in multilingual primary school settings. Drawing on twenty hours of recorded reflective discussions, the analysis traces how the researchers’ philosophical and th…
Developing pre-service teachers’ instruction-giving practices through an explicit training intervention
Instruction-giving (IG) is central to classroom interaction in Content and Language Integrated Learning (CLIL), yet it is rarely taught explicitly in pre-service CLIL teacher education. In response, the authors redesigned a CLIL practicum course and introduced targeted IG training in the second year. This study (a) described the redesign of an IG-focused training component and (b) examined whether the redesigned course was associated with differe…
Errors, avoidance, and L1 transfer in English relative clauses
This study examines the acquisition of English relative clauses (RCs) by Sorani Kurdish-speaking learners, an under-researched population in second language acquisition (SLA). It explores how intrinsic structural complexity and prior linguistic knowledge shape learners’ production, error patterns, and avoidance of RCs. Data from a sentence combination test, a sentence translation test, and a set of argumentative essays were analyzed to identify a…
Tapping into pre-service teachers’ perspectives on Content and Language Integrated Learning (CLIL) based projects in the German Primary School context
Studies with pre-service teachers (PSTs) in Content and Language Integrated Learning (CLIL) programmes have reported positive self-efficacy beliefs, favourable attitudes towards CLIL, enhanced CLIL-related knowledge, and improved communicative skills. However, less is known about how PSTs implement CLIL in real classroom settings, reflect on these experiences, and how such experiences shape their understanding of CLIL. This study addressed this g…
EFL/ESL Teaching and Learning (8 obras) · Second Language Learning and Teaching (6 obras) · Mathematics education (4 obras) · Psychology (4 obras) · English as a foreign language (3 obras) · Linguistics (3 obras) · Pedagogy (3 obras) · Foreign language (2 obras) · German (2 obras) · Innovative Teaching and Learning Methods (2 obras)