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Original Articles

Metatalk in a Pair Work Activity: Level of Engagement and Implications for Language Development

Pages 95-114 | Published online: 02 Aug 2010

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (30)

Meixiu Zhang & Mimi Li. (2023) Collaborative reading for writing: an innovative task in academic settings. Computer Assisted Language Learning 0:0, pages 1-36.
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Muhammad Rahimi & Lawrence Jun Zhang. (2022) Effects of an Engaging Process-Genre Approach on Student Engagement and Writing Achievements. Reading & Writing Quarterly 38:5, pages 487-503.
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Masatoshi Sato. (2022) Mindsets and language-related problem-solving behaviors during interaction in the classroom. Innovation in Language Learning and Teaching 16:3, pages 265-276.
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Anna Mystkowska-Wiertelak. (2022) Teachers’ accounts of learners’ engagement and disaffection in the language classroom. The Language Learning Journal 50:3, pages 393-405.
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Meixiu Zhang & William J. Crawford. (2022) Attention to form in collaborative writing: language-related episodes in L1 and L2 use conditions. Language Awareness 31:2, pages 194-212.
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Mahbube Tavakol, Mansoor Tavakoli & Saeed Ketabi. (2022) The impact of linguistic background on the nature of classroom dyadic interactions: evidence from L2 and L3 learners of English as a foreign language. International Multilingual Research Journal 16:1, pages 1-26.
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Phung Dao, Mai Xuan Nhat Chi Nguyen & Noriko Iwashita. (2021) Teachers’ perceptions of learner engagement in L2 classroom task-based interaction. The Language Learning Journal 49:6, pages 711-724.
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Youn-hee Kim. (2020) Willingness to engage: the importance of what learners bring to pair work. Language Awareness 29:2, pages 134-154.
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Angélica Ribeiro & Wei Jiang. (2020) Enhancing ELLS’ Second Language Acquisition With Interactions. Kappa Delta Pi Record 56:2, pages 77-81.
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Mark Feng Teng. (2020) The effectiveness of group, pair and individual output tasks on learning phrasal verbs. The Language Learning Journal 48:2, pages 187-200.
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Hsiu-Chen Hsu. (2019) Wiki-mediated collaboration and its association with L2 writing development: an exploratory study. Computer Assisted Language Learning 32:8, pages 945-967.
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Daniel M. K. Lam. (2019) Interactional Competence with and without Extended Planning Time in a Group Oral Assessment. Language Assessment Quarterly 16:1, pages 1-20.
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Ruth Newman. (2016) Working talk: developing a framework for the teaching of collaborative talk. Research Papers in Education 31:1, pages 107-131.
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Pauline Jones & Honglin Chen. (2016) The role of dialogic pedagogy in teaching grammar. Research Papers in Education 31:1, pages 45-69.
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Masako Ishikawa. (2015) Metanotes (written languaging) in a translation task: do L2 proficiency and task outcome matter?. Innovation in Language Learning and Teaching 9:2, pages 115-129.
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Agneta M.-L. Svalberg & Jim Askham. (2014) Student teachers’ collaborative construction of grammar awareness: the case of a highly competent learner. Language Awareness 23:1-2, pages 123-137.
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Xavier Gutiérrez. (2011) Knowledge representations underlying covert metalinguistic activity: a working hypothesis. Language Awareness 20:3, pages 239-254.
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Sasan Baleghizadeh & Fatemeh Arab. (2011) Comparing native models and peer feedback in promoting noticing through written output. Innovation in Language Learning and Teaching 5:1, pages 63-79.
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Agneta Marie-Louise Svalberg. (2009) Engagement with language: interrogating a construct. Language Awareness 18:3-4, pages 242-258.
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Ruiying Niu. (2009) Effect of task-inherent production modes on EFL learners' focus on form. Language Awareness 18:3-4, pages 384-402.
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