Task-modality effects on young learners’ language-related episodes in collaborative dialogue

Abstract In adult learners’ collaborative dialogue, oral+written tasks have been found to promote a greater incidence and resolution of language-related episodes demand higher levels accuracy than oral thanks the extra time learners reflect on their written outcome. No previous studies tested whether asking attend in both modalities would yield similar results. The present study with 23 dyads young English supports superiority modality promotion learning opportunities, even if are encouraged focus form modality, result reinforced by incorporation target-like resolved product. However, intragroup analysis reveals that meaning equal terms, low rates target-likeness, do not elaborate resolutions, all which can be ascribed younger age developing metalinguistic awareness.