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Peer interaction and metacognitive instruction in the EFL classroom

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Peer interaction and metacognitive instruction in the EFL classroom. / Fujii, Akiko; Ziegler, Nicole; Mackey, Alison Jayne.
Peer Interaction and Second Language Learning: Pedagogical potential and research agenda. ed. / Masatoshi Sato; Susan Ballinger. John Benjamins, 2016. p. 63-89 (Language Learning and Language Teaching; Vol. 45).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

Harvard

Fujii, A, Ziegler, N & Mackey, AJ 2016, Peer interaction and metacognitive instruction in the EFL classroom. in M Sato & S Ballinger (eds), Peer Interaction and Second Language Learning: Pedagogical potential and research agenda. Language Learning and Language Teaching, vol. 45, John Benjamins, pp. 63-89. https://doi.org/10.1075/lllt.45.03fuj

APA

Fujii, A., Ziegler, N., & Mackey, A. J. (2016). Peer interaction and metacognitive instruction in the EFL classroom. In M. Sato, & S. Ballinger (Eds.), Peer Interaction and Second Language Learning: Pedagogical potential and research agenda (pp. 63-89). (Language Learning and Language Teaching; Vol. 45). John Benjamins. https://doi.org/10.1075/lllt.45.03fuj

Vancouver

Fujii A, Ziegler N, Mackey AJ. Peer interaction and metacognitive instruction in the EFL classroom. In Sato M, Ballinger S, editors, Peer Interaction and Second Language Learning: Pedagogical potential and research agenda. John Benjamins. 2016. p. 63-89. (Language Learning and Language Teaching). doi: 10.1075/lllt.45.03fuj

Author

Fujii, Akiko ; Ziegler, Nicole ; Mackey, Alison Jayne. / Peer interaction and metacognitive instruction in the EFL classroom. Peer Interaction and Second Language Learning: Pedagogical potential and research agenda. editor / Masatoshi Sato ; Susan Ballinger. John Benjamins, 2016. pp. 63-89 (Language Learning and Language Teaching).

Bibtex

@inbook{2846bd62f7ce47a9af1b6908ee668cfa,
title = "Peer interaction and metacognitive instruction in the EFL classroom",
abstract = "This chapter examines the effects of metacognitive instruction on the provision and use of interactional opportunities in learner-learner interactions in the task-based EFL classroom. Learners (N = 39) drawn from three intact speaking classes in an intensive academic EFL program were divided into a treatment group and a control group. Learners in both groups completed a pretest and posttest. The treatment group participated in a metacognitive instruction session, which demonstrated to learners the benefits of interactional feedback and presented tips and practice on how to provide feedback to their peers. Overall, findings indicate that metacognitive instruction led to greater provision and use of interactional feedback in subsequent interactions, and that learners recognized the benefits for their second language learning.",
author = "Akiko Fujii and Nicole Ziegler and Mackey, {Alison Jayne}",
year = "2016",
doi = "10.1075/lllt.45.03fuj",
language = "English",
isbn = "9789027213327",
series = "Language Learning and Language Teaching",
publisher = "John Benjamins",
pages = "63--89",
editor = "Masatoshi Sato and Ballinger, {Susan }",
booktitle = "Peer Interaction and Second Language Learning",

}

RIS

TY - CHAP

T1 - Peer interaction and metacognitive instruction in the EFL classroom

AU - Fujii, Akiko

AU - Ziegler, Nicole

AU - Mackey, Alison Jayne

PY - 2016

Y1 - 2016

N2 - This chapter examines the effects of metacognitive instruction on the provision and use of interactional opportunities in learner-learner interactions in the task-based EFL classroom. Learners (N = 39) drawn from three intact speaking classes in an intensive academic EFL program were divided into a treatment group and a control group. Learners in both groups completed a pretest and posttest. The treatment group participated in a metacognitive instruction session, which demonstrated to learners the benefits of interactional feedback and presented tips and practice on how to provide feedback to their peers. Overall, findings indicate that metacognitive instruction led to greater provision and use of interactional feedback in subsequent interactions, and that learners recognized the benefits for their second language learning.

AB - This chapter examines the effects of metacognitive instruction on the provision and use of interactional opportunities in learner-learner interactions in the task-based EFL classroom. Learners (N = 39) drawn from three intact speaking classes in an intensive academic EFL program were divided into a treatment group and a control group. Learners in both groups completed a pretest and posttest. The treatment group participated in a metacognitive instruction session, which demonstrated to learners the benefits of interactional feedback and presented tips and practice on how to provide feedback to their peers. Overall, findings indicate that metacognitive instruction led to greater provision and use of interactional feedback in subsequent interactions, and that learners recognized the benefits for their second language learning.

U2 - 10.1075/lllt.45.03fuj

DO - 10.1075/lllt.45.03fuj

M3 - Chapter

SN - 9789027213327

T3 - Language Learning and Language Teaching

SP - 63

EP - 89

BT - Peer Interaction and Second Language Learning

A2 - Sato, Masatoshi

A2 - Ballinger, Susan

PB - John Benjamins

ER -