This paper discusses the effectiveness of using two task-types, dictogloss and opinion-gap tasks, in focus-on-form lessons to elicit language-related episodes (LREs) and produce modified output. The participants were 40 Form 6 students in a Malaysian secondary school in two intact classes. One group was taught using opinion-gap tasks and the other using dictogloss tasks. Results show that almos...

The interactionist hypothesis holds that conversational interaction facilitates second language (L2) learning by providing learners opportunities to receive meaningful input, modify their output, and attend form. Although research has often explored the efficacy of different types L2 instruction (deductive or inductive), few studies have done so from an perspective. This study explores small-gr...

This study attempted to compare the relative frequency of the occurrence of Language Related Episodes (LREs) in the dyadic talks of pairs who were homogeneous and heterogeneous in terms of English proficiency.  LREs are those parts of the conversations where the interlocutors explicitly focus on linguistic form. The study was carried out with 60 Iranian university students of teaching English a...

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...

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 neglected activities that are more common. In addition, language-related episodes (LREs) without considering other important including those involve teacher. Finally, only on...

Engagement in the L2 classroom is consequential for enhancing quality of learning experiences; however, exploration engagement Initiation, Response, and Feedback (IRF) cycles has received scant attention pedagogy. This study reports on research, examining moves IRF cycles. Video recordings questionnaires were used to collect data from ten EFL classes, being directed by eight teachers, with 73 l...

The present study examines the role that multimodality and translanguaging play in scaffolding oral interactions during language-related episodes (LREs) involving meaning negotiation. tasks carried out using synchronous video-based computer-mediated communication were part of a tandem virtual exchange (Spain, Canada). participants, 18 dyads English Spanish college-level learners, conducted thre...