Interaction Mindsets, Interactional Behaviors, and L2 Development
An Affective-Social-Cognitive Model
Bibliographic Data
| ID | 4501904 |
|---|---|
| Authors | Masatoshi Sato (0000-0001-7111-3406, Universidad Andres Bello, corresponding author) |
| Year | 2017 |
| Volume | 67 |
| Issue | 2 |
| Pages | 249-283 |
| Publication date | 2017-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12214 |
| OpenAlex | W2552947541 |
| Language | EN |
| Citations received | 47 |
| References cited | 78 |
This classroom-based study explored links among second language (L2) learners' interaction mindsets, interactional behaviors, and L2 development in the context of peer interaction. While peer interaction research has revealed that certain interactional behaviors (e.g., receiving corrective feedback and engaging in collaborative interaction) assist L2 learning, it is yet unknown why some learners exhibit these interactional behaviors or how learners' affective states impact their L2 development. The participants were two Grade 10 English as a foreign language classes in Chile (N = 53). Three data sets were collected: (a) interaction mindset data based on pretask interviews with focus groups from each class (n = 10); (b) interaction data pertaining to the communicative tasks of the focus groups; and (c) L2 development data from both classes consisting of oral and written production tests focusing on grammar and lexis. Results indicated that L2 development was mediated by learners' interaction mindsets, which in turn affected their interactional behaviors.Open PracticesThis article has been awarded an Open Materials badge. All materials are publicly accessible in the IRIS digital repository at http://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki
Context (archaeology) · Grammar · Language acquisition · Linguistics · Mathematics education · Mindset · Second-language acquisition · Social relation · Willingness to communicate · Computer Science · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology · Second Language Learning and Teaching · Social Psychology
Interaction and instructed second language acquisition
Task-Based Language Teaching
Teacher enthusiasm and students’ social-behavioral learning engagement
Exploring the Human-AI Interactive Negotiation Competence and Interaction Mindsets of University English Learners
Exploring Chinese university students’ foreign language enjoyment, engagement and willingness to communicate in EFL speaking classes
Translanguaging-to-learn
Encouraging translanguaging in collaborative talk in EFL classrooms
Mobile sensor-based community gaming for improving vocational students’ sleep and academic outcomes
A polynomial regression and surface response analysis of the (in)congruence of enjoyment and anxiety in online EFL learning
Motivational dispositions predict qualitative differences in oral task performance
L2 task-based interaction
Multilingualism and Self‐Development
Engagement and Interaction for Second Language Learning
Schrödinger's turn
The importance of seeking feedback for benefiting from feedback
Exploring immediate and prolonged effects of collaborative writing on young learners’ texts
Comparing the Same Task in ESL vs. EFL Learning Contexts
Predicting L2 learners’ noticing of L2 errors
Impact of group work environment and size on L2 motivation in project-based learning
“I think that is a better way to teach but …”
Integrated effects of interactional cognitions and emotional regulation capacity on peer interaction in the L2 classroom
Protecting and enhancing willingness to communicate with idiodynamic peer-peer strategy sharing
Exploring L2 learner engagement in spoken English practices with a GenAI-powered chatbot
What drives alignment during text chat with a peer vs. a tutor? Insights from cued interviews and eye-tracking
Effect of interaction strategy instruction on learner engagement in peer interaction
The impact of task complexity on patterns of interaction during web-based asynchronous collaborative writing tasks
The effect of task modality on the production of language-related episodes and learning of form
Foreign language anxiety and enjoyment concurrently shape pragmatic and grammatical awareness in learners of English as a foreign language—how communicative context modulates their relationship
Researching language engagement; current trends and future directions
Young learners’ attitudes towards oral peer interaction and interactional feedback
Learners’ perceptions and performance under peer versus teacher corrective feedback conditions
How L2 Learners Negotiate Meaning in GenAI‐Supported Creative Writing
Toward an Instructional WTC-Mediated Model for L2 Classroom Interaction
Effects of Strategy-based Instruction on Chinese EFL Learners’ Writing Enjoyment
Learner attitudes and attention to form in peer interaction
Endorsing a Standard Language Ideology Complex moderates associations between LX use and proficiency among French learners in Canada
Emergent Leadership and Group Interaction in the Task‐Based Language Classroom
Generating a Roadmap for Possible Selves via a Vision Intervention
Identifying Linguistic Markers of Collaboration in Second Language Peer Interaction
Emotional scaffolding in text chats between Japanese language learners and native Japanese speakers
The impact of peer corrective feedback on vocabulary development
L2 French students' conversations during interactive writing tasks and their interaction mindset
Exploring learner-related variables in child collaborative writing
TBLT , Engagement, and Group Synchronicity
Enhancing Young Learners’ Peer Collaboration
Bilinguals on the footbridge
Exploring "Intersubjectivity Negotiation Episodes" and "Language Related Episodes" in Second-Language Peer Interaction
"Miscommunication" and problematic talk
Learning and Teaching Languages Through Content
Second Language Acquisition Processes in the Classroom
Activating the ZPD
Interaction and Second Language Learning
Vocabulary size and the skills of listening, reading and writing
Engagement with the language
Learner proficiency and focus on form during collaborative dialogue
Statistical Practices of Educational Researchers
When Is It Better to Learn Together? Insights from Research on Collaborative Learning
Effects of proficiency differences and patterns of pair interaction on second language learning
Changing language mindsets
Mindsets That Promote Resilience
Dynamic assessment in the classroom
Pairing learners in pair work activity
A mindset for EFL
The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners
The Routledge Handbook of Instructed Second Language Acquisition
Negotiation for Meaning and Peer Assistance in Second Language Classrooms
Collaborative Dialogue in Learner–Learner and Learner–Native Speaker Interaction
The Effects of Repetition on Vocabulary Knowledge
Mind-sets matter
Learner-learner interaction during pair and small group activities in a Thai EFL context
The effect of learner proficiency on interactional moves and modified output in nonnative–nonnative interaction in Japanese as a foreign language
The effectiveness of spontaneous attention to form
Sociocognitive Perspectives on Language Use and Language Learning
The role of socio-economic factors in motivation to learn English as a foreign language
The development of suppletive and affixal tense and agreement morphemes in the L3 English of Basque-Spanish bilinguals
Language Awareness in language learning and teaching
The inseparability of cognition and emotion in second language learning
The CHILDES Project
Language Learners' Interaction
Self- and Other-Initiated Modified Output during Task-Based Interaction
Learners' Perception of Corrective Feedback in Pair Work
An Experimental Study of the Effects of Co-Operation and Competition upon Group Process
An Educational Psychology Success Story
Promoting early adolescents' achievement and peer relationships
Teacher- and Learner-Led Discourse in Task-Based Grammar Instruction
The Roles of Structured Input Activities in Processing Instruction and the Kinds of Knowledge They Promote
Patterns of Interaction in ESL Pair Work
Monitoring and Self-Repair in L2
Size and Depth of Vocabulary Knowledge
| Unique citing works | 47 |
|---|---|
| Citations per year | 5,88 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 46 |