Covid-19 has meant an increase in the time language learners spend doing tasks alone, either at home or socially distanced classrooms once characterised by collaborative pairwork. The present classroom study compares independent task performance with pairwork terms of Language-Related Episodes (LREs) and learning topicalised forms. A mixed-methods analysis suggests that while individuals engage...

Investigating task-based synchronous computer-mediated communication (SCMC) interaction has increasingly received scholarly attention. However, studies have focused on negotiation of meaning and the quantity, focus resolution language related episodes (LREs). This study aims to broaden our understanding role audio, video, text SCMC conditions by additionally examining second (L2) learners’ leve...

pair and small group work is infrequently welcomed in english as a foreign language (efl) classes under the assumption that students tend to use their first language (l1), which is considered detrimental to learning the new language. from sociocultural perspective, however, students’ first language is claimed to play the role of an important psychological tool and can facilitate the learning pr...

This study investigated the nature of learners’ positive emotional engagement during a task-based interaction and its relationship with their interactional behaviours. Vietnamese learners English as foreign language (EFL; n = 74) performed communicative task in dyads 15 minutes. Their was gauged using an Experience Sampling Method via questionnaire that participants completed after every five-m...

This study investigated the effectiveness of incidental focus on form in promoting second language development in text-based live chats. Sixteen college-level Taiwanese English language learners were partnered with American college students to complete two communicative tasks via synchronous chats on Instant Messenger. Language-related episodes (LREs) were identified and used as a basis for ind...

This study aimed to examine the effect of two types of collaborative output tasks on Iranian EFL learners’ comparative adjectives with two or more syllables. Thirty Iranian EFL learners participated in this study which were then divided into two experimental and one control groups; one experimental group received dictogloss task in 4-pairs and the other experimental group was given text reconst...

Abstract Collaborative writing has been traditionally studied in terms of language-related episodes (LREs), which have shown to be influenced by learner proficiency. Yet, the impact collaboration on written product received less attention, especially regarding child EFL learners. Our study analyzes individual reconstructions produced 30 Spanish-Basque children (aged 11–12) before and after (T1 ...

Since the mid 90s, an increasing number of researchers have adopted a sociocultural theory (SCT) of mind to investigate the social and cognitive functions of language during learnerlearner interaction (Lantolf & Thorne, 2007). Researchers from an SCT perspective have identified that first languages (L1s) serve important cognitive functions (Alegría de la Colina & García Mayo, 2009; Storch & Ald...