Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication-Reference-Cited by-同舟云学术

Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication

Published:2020-04-16 Issue:1 Volume:30 Page:1-16
ISSN:0965-8416
Container-title:Language Awareness
language:en
Short-container-title:Language Awareness

Author:

Calzada Asier¹^ORCID,García Mayo María del Pilar¹^ORCID

Affiliation:

1. Department of English and German Philology, Translation and Interpreting, Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), Vitoria-Gasteiz, Spain

Funder

Spanish Ministry of Economy and Competitiveness

National Research Agency and European Regional Development Fund

Basque Government

Publisher

Informa UK Limited

Subject

Linguistics and Language,Language and Linguistics,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09658416.2020.1751178

Reference69 articles.

1. The effect of task repetition on the patterns of interaction of ESL children

2. 2. Language-related episodes during collaborative tasks

3. Chapter 1. Child EFL grammar learning through a collaborative writing task

Cited by 28 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Dictogloss Technique;The TESOL Encyclopedia of English Language Teaching;2024-07-17

2. Enhancing young EFL learners’ written skills: the role of repeated pre-task planning;International Review of Applied Linguistics in Language Teaching;2024-05-14

3. A multi-faceted view of engagement with language: a study with young EFL learners working on a collaborative writing task;Classroom Discourse;2024-03-11

4. A longitudinal study of the effects of model texts on EFL children's written production;System;2024-02

5. A teacher-researcher snapshot of task-based peer interactions in EFL secondary school classrooms in Germany;Language Teaching for Young Learners;2023-11-17