The effect of task repetition on the patterns of interaction of ESL children
Bibliographic Data
| ID | 22299017 |
|---|---|
| Authors | Agurtzane Azkarai (0000-0002-3011-344X, Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU)), Maria Del Pilar Garcia Mayo (0000-0002-1987-4889, Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU)), Rhonda Oliver (0000-0001-6233-8750, Curtin University) |
| Year | 2020 |
| Volume | 171 |
| Issue | 1 |
| Pages | 90-112 |
| Publication date | 2020-03-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | ITL - International Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0019-0829 • E-ISSN: 1783-1490 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/itl.17034.azk |
| OpenAlex | W2952001866 |
| Language | EN |
| Citations received | 5 |
| References cited | 31 |
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. However, there is a dearth of literature regarding the impact of TR on the patterns of interaction and on the opportunities to receive feedback for child ESL learners. The aim of the present study is to address this gap examining the interactions of 28 young ESL learners who completed the same spot-the-difference task twice within a 3-month time frame. The findings showed that the majority of pairs represented patterns of interaction with low levels of mutuality (i.e. engagement) and upon TR these patterns barely varied. However, regardless of learners’ patterns of interaction, these ESL learners provided feedback and negotiated during task-based interaction, especially the collaborative pairs
Cognitive psychology · Developmental psychology · Fluency · Linguistics · Mathematics education · Repetition (rhetorical device) · Task (project management) · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
An investigation into the impact of age and task type on oral interactions of young learners of Chinese as a second language
Young EFL learners and collaborative writing
Child learners’ reflections about EFL grammar in a collaborative writing task
Exploring Interactions Between Young Chinese as Second Language Learners and Chinese‐Speaking Students in Hong Kong
Impact of task type and task complexity on negotiation of meaning in young learners of Chinese as a second language
Content-and-Language Integrated Learning
Focus on form
Effects of proficiency differences and patterns of pair interaction on second language learning
The role of task repetition in L2 performance development
Second language learning as a mediated process
Task Familiarity and Interactional Feedback in Child ESL Classrooms
Investigating negotiation of meaning in EFL children with very low levels of proficiency
Corrective Feedback and Learner Uptake
Patterns of Interaction in ESL Pair Work
| Unique citing works | 5 |
|---|---|
| Citations per year | 0.83 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |