Improving conversational interactions with task-based activities in a Spanish as a second language class

References

• ACTFL (2012). ACTFL proficiency guidelines – Speaking. Retrieved from https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/spanish/comunicaci%C3%B3n-oral
   Google Scholar
• Al-Mutairy, M., & Shukri, N. (2017). Patterns of interactions in a synchronous computer mediated communication (CMC) collaborative activity in the Saudi EFL context. Studies in English Language Teaching, 5(2), 307–322. doi:https://doi.org/10.22158/selt.v5n2p307
   Google Scholar
• Balaman, U., & Sert, O. (2017). Development of L2 interactional resources for online collaborative task accomplishment. Computer Assisted Language Learning, 30(7), 601–630. doi:https://doi.org/10.1080/09588221.2017.1334667
   Web of Science ®Google Scholar
• Bowles, M. A., Adams, R. J., & Toth, P. D. (2014). A comparison of L2-L2 and L2-heritage learner interactions in Spanish language classrooms. The Modern Language Journal, 98(2), 497–517. doi:https://doi.org/10.1111/j.1540-4781.2014.12086.x
   Web of Science ®Google Scholar
• Canto, S., Graff, R., & Jauregi, K. (2014). Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication. In M. González-Lloret & L. Ortega (Eds.), Technology mediated TBLT: Researching technology and tasks (pp. 183–211). Philadelphia, PA: John Benjamins.
   Google Scholar
• Castañeda, D. A. (2015). The use of synchronous and asynchronous activities to improve cultural knowledge. In J. Colpaert, A. Aerts, M. Oberhofer, & M. Gutiérez-Colón (Eds.), Task Design and CALL. Proceedings of the Seventeenth International CALL Conference, Universitat Rovira I Virgili, Tarragona, Spain.
   Google Scholar
• Colpaert, J., Aerts, A., Oberhofer, M., & Gutiérez-Colón, M. (Eds.). (2015). Task design and CALL. Proceedings of the Seventeenth International Call Conference, Universitat Rovira I Virgili, Tarragona, Spain.
   Google Scholar
• Donato, R., & Brooks, F. (2004). Literacy discussions and advance speaking functions: Researching the (dis)connection. Foreign Language Annals, 37(2), 183–199. doi:https://doi.org/10.1111/j.1944-9720.2004.tb02192.x
   Web of Science ®Google Scholar
• Donesch-Jezo, E. (2011). The role of output and feedback in second language acquisition: A classroom-based study of grammar acquisition by adult English language learners. Journal of Estonian and Finno-Ugric Linguistics (ESUKA-JEFUL), 2(2), 9–28.
   Google Scholar
• Ellis, R. (2003). Task-based language learning and teaching. Oxford, England: Oxford University Press.
   Google Scholar
• Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209–224. doi:https://doi.org/10.1016/j.system.2004.12.006
   Google Scholar
• Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstanding. International Journal of Applied Linguistics, 19(3), 221–246. doi:https://doi.org/10.1111/j.1473-4192.2009.00231.x
   Google Scholar
• Essien, A. M. (2016). Understanding the hindrances of ESL students’ speaking skill development: Implications for ESL oral development activities in teacher training education program of Suan Sunandha Rajabhat University, Bangkok. Proceedings of the 81st IIER International Conference, Russia (Vol. 2, pp. 128–133).
   Google Scholar
• Fernández-Dobao, A. (2016). Peer interaction and learning: A focus on the silent learner. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 33–61). Amsterdam, Netherlands: John Benjamins.
   Google Scholar
• Gan, Z. (2012). Understanding L2 speaking problems: Implications for ESL curriculum development in a teacher training institution in Hong Kong. Australian Journal of Teacher Education, 37(1), 43–59. doi:https://doi.org/10.14221/ajte.2012v37n1.4
   Google Scholar
• Gass, S. M. (2018). Input, interaction, and the second language learner. New York, NY: Routledge.
   Google Scholar
• Gass, S. M., & Mackey, A. (2015). Input, interaction, and output in second language acquisition. In B. Van Patten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 180–206). New York, NY: Routledge.
   Google Scholar
• Gass, S. M., & Varonis, E. M. (1994). Input, interaction, and second language production. Studies in Second Language Acquisition, 16(3), 283–302. doi:https://doi.org/10.1017/S0272263100013097
   Google Scholar
• González-Lloret, M., & Ortega, L. (2014). Towards technology-mediated TBLT: An introduction. In M. González-Lloret & L. Ortega (Eds.), Technology-mediated TBLT: Researching technology and tasks (pp. 1–22). Philadelphia, PA: John Benjamins.
   Google Scholar
• Hatch, E. (1978). Acquisition of syntax in a second language. In J. C. Richards (Ed.), Understanding second and foreign language learning (pp. 34–70). Rowley, MA: Newbury House.
   Google Scholar
• Jauregi, K., Canto, S., de Graaff, R., Koenraad, T., & Moonen, M. (2011). Verbal interaction in second life: Towards a pedagogic framework for task design. Computer Assisted Language Learning, 24(1), 77–101. doi:https://doi.org/10.1080/09588221.2010.538699
   Web of Science ®Google Scholar
• Kato, F., Spring, R., & Mori, C. (2016). Mutually beneficial foreign language learning: Creating meaningful interactions through video-synchronous computer-mediated communication. Foreign Language Annals, 49(2), 355–366. doi:https://doi.org/10.1111/flan.12195
   Web of Science ®Google Scholar
• Khatib, M., & Bagherkazemi, M. (2011). The potential of learner output for enhancing EFL learners’ short-term and long-term learning of the simple present tense. Theory and Practice in Language Studies, 1(4), 400–407. doi:https://doi.org/10.4304/tpls.1.4.400-407
   Google Scholar
• Krashen, S. (1981). Second language acquisition and second language learning. Oxford, England: Pergamon.
   Google Scholar
• Leahy, C. (2008). Learner activities in collaborative CALL task. Computer Assisted Language Learning, 21(3), 253–268. doi:https://doi.org/10.1080/09588220802090295
   Web of Science ®Google Scholar
• Liu, D. (2015). A critical review of Krashen’s input hypothesis: Three major arguments. Journal of Education and Human Development, 4(4), 139–146.
   Google Scholar
• Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bathia (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego, CA: Academic Press.
   Google Scholar
• Lys, F. (2013). The development of advanced oral proficiency using iPads. Language Learning & Technology, 17(3), 94–116.
   Web of Science ®Google Scholar
• Mackey, A., & Jaemyung, G. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition (pp. 409–452). Oxford, England: Oxford University Press.
   Google Scholar
• Na, T. (2015). An empirical research on the noticing function of oral output. Higher Education of Social Science, 8, 50–56.
   Google Scholar
• Ogino, M. (2012). Modified output, clarification requests and developmental progress of learner language: The case of a negation of adjectives in L2 Japanese. New Zealand Studies in Applied Linguistics, 18(1), 5–20.
   Google Scholar
• Payne, M. (2011). Exploring Stephen Krashen’s ‘i + 1’ acquisition model in the classroom. Linguistics and Education, 22(4), 419–466. doi:https://doi.org/10.1016/j.linged.2011.07.002
   Google Scholar
• Song, Z. (2010). An empirical study of the role of output in promoting the acquisition of linguistic forms. English Language Teaching, 3(4), 109–114. doi:https://doi.org/10.5539/elt.v3n4p109
   Google Scholar
• Spaine Long, S., Carreira, M., Madrigal Velazco, S., & Swanson, K. (2014). Nexos (3rd ed.). Boston, MA: Heinle.
   Google Scholar
• Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. Madden (Eds.), Input and second language acquisition (pp. 235–252). Rowley, MA: Newbury House.
   Google Scholar
• Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics (pp. 125–144). Oxford, England: Oxford University Press.
   Google Scholar
• Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64–82). Cambridge, England: Cambridge University Press.
   Google Scholar
• White, L. (1987). Against comprehensible input: The input hypothesis and the development of second-language competence. Applied Linguistics, 8(2), 95–110. doi:https://doi.org/10.1093/applin/8.2.95
   Web of Science ®Google Scholar
• Yanguas, I. (2012). Task-based oral computer-mediated communication and L2 vocabulary acquisition. CALICO Journal, 29(3), 507–531.
   Google Scholar
• Yang, S.-H. (2012). Social interaction in second language learning. English Teaching, 67(1), 131–156.
   Google Scholar