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Cited by 50EFL/ESL Teaching and LearningSecond Language Acquisition and LearningLinguistics and Language Analysis

3. Interaction or collaboration? Group dynamics in the foreign language classroom

Sato, Masatoshi, Viveros, Paula·2016·Language Learning & Language Teaching
DOI 10.1075/lllt.45.04sat
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Abstract

This chapter reports on a classroom-based quasi-experimental study examining the relationship between interactional moves and collaborative patterns in peer interaction and their effect on L2 development, using proficiency as an independent variable. Participants were from two parallel Grade 10 English classes in Chile, divided into low and high proficiency classes by the school (N = 53). A series of communicative group work activities were designed and implemented during the regular classes. L2 development was investigated by examining past tense usage and vocabulary size. Focus groups from the two classes (n = 10) were used for analyses of interactional features. Results indicated that learners in the low proficiency group (a) provided more corrective feedback and produced more modified output, (b) engaged in more collaborative interaction, and (c) exhibited a greater L2 development, than the high proficiency group. In order to interpret the results and conceptualize the links among interaction-­collaboration-learning, the findings are discussed in relation to a theory in social psychology referred to as social interdependence theory. It is concluded that while proficiency does have an impact on learners’ interactional behaviours, a collaborative mindset – a learner’s psychological approach towards the partner and/or task – may be a stronger mediating factor for L2 development.

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Crossref · 10.1075/lllt.45.04sat

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  • The way in which L2 learners approach communicative tasks may influence their interaction behaviour and determines the ultimate benefit of interaction.

    “In general, learner psychology requires further research as the way in which L2 learners approach communicative tasks may influence their interaction behaviour and determines the ultimate benefit of interaction (Sato 2016).”

    From Interaction and instructed second language acquisition (2018) · cites this paper as Sato 2016

  • The extent to which learners are engaged with tasks (engagement) is a growing research area.

    “The extent to which learners are engaged with tasks (engagement) is a growing research area as well (Cao & Philp 2006;Philp & Duchesne 2016;Sato 2016).”

    From Interaction and instructed second language acquisition (2018) · cites this paper as Sato 2016

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Authors
Sato, M., & Viveros, P.
Affiliations
Universidad Andrés Bello (CL)
ORCID
Sato, Masatoshi
Venue
Language Learning & Language Teaching
Publisher
John Benjamins Publishing Company
Published
2016-02-26
Pages
91-112
ISSN
1569-9471 (ISSN-L)
DOI
10.1075/lllt.45.04sat
OpenAlex
W2480595535
Cited by
50
References
0
Citations by year
2025: 1 · 2024: 1 · 2023: 4 · 2022: 2 · 2021: 3 · 2020: 23 · 2019: 4 · 2018: 3 · 2017: 1 · 2016: 8
FWCI
28.78
Type
book chapter
Language
en
Open access
closed
Locations
Language learning and language teaching (publishedVersion)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
  • Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
Keywords
peer interaction, cooperative learning, group work, second language development, corrective feedback, social interdependence theory, collaborative mindset, second language proficiency, English as a foreign language, vocabulary size

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