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Masatoshi Sato
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Year
State-of-the-Art Article: Oral corrective feedback in second language classrooms
R Lyster, K Saito, M Sato
Language Teaching 46 (1), 1-40, 2013
11822013
The Routledge handbook of instructed second language acquisition
S Loewen, M Sato
Routledge, 2017
469*2017
State-of-the-art article: Interaction and instructed second language acquisition
S Loewen, M Sato
Language Teaching 51 (3), 285–329, 2018
3322018
Peer interaction and corrective feedback for accuracy and fluency development: Monitoring, practice, and proceduralization
M Sato, R Lyster
Studies in Second Language Acquisition 34 (4), 591-626, 2012
3242012
Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention
M Sato
The Modern Language Journal 97 (3), 611-633, 2013
2232013
Peer interaction and second language learning: Pedagogical potential and research agenda
M Sato, S Ballinger
John Benjamins, 2016
1742016
Skill acquisition theory and the role of practice in L2 development
R Lyster, M Sato
Contemporary approaches to second language acquisition, 71-92, 2013
1742013
Do teachers care about research? The research–pedagogy dialogue
M Sato, S Loewen
ELT Journal 73 (1), 1-10, 2019
1722019
Modified output of Japanese EFL learners: Variable effects of interlocutor vs. feedback types
M Sato, R Lyster
Conversational interaction in second language acquisition: A collection of …, 2007
1612007
Raising language awareness in peer interaction: A cross-context, cross-methodology examination
M Sato, S Ballinger
Language Awareness 21 (1-2), 157-179, 2012
151*2012
Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets
M Sato, S Loewen
Language Learning 68 (2), 507-545, 2018
1482018
Understanding peer interaction: Research synthesis and directions
M Sato, S Ballinger
Peer interaction and second language learning: Pedagogical potential and …, 2016
1362016
Interaction mindsets, interactional behaviors, and L2 development: An affective‐social‐cognitive model
M Sato
Language learning 67 (2), 249-283, 2017
1352017
“I think that is a better way to teach but…”: EFL teachers’ conflicting beliefs about grammar teaching
M Sato, JC Oyanedel
System 84, 110-122, 2019
1002019
The research–practice dialogue in second language learning and teaching: Past, present, and future
M Sato, S Loewen
The Modern Language Journal 106 (3), 509-527, 2022
772022
Evidence-based second language pedagogy
M Sato, S Loewen
Routledge, 2019
702019
Interaction or collaboration? The proficiency effect on group work in the foreign language classroom
M Sato, P Viveros
Peer Interaction and Second Language Learning: Pedagogical potential and …, 2016
69*2016
Exploring the construct of interactional oral fluency: Second language acquisition and language testing approaches
M Sato
System 45, 79-91, 2014
692014
Oral peer corrective feedback: Multiple theoretical perspectives
M Sato
Corrective feedback in second language teaching and learning: Research …, 2017
682017
Instructed Second Language Acquisition (ISLA): An Overview
S Loewen, M Sato
The Routledge Handbook of Instructed Second Language Acquisition, 1-12, 2017
652017
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Articles 1–20