Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads

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The Amount, Purpose, and Reasons for Using L1 in L2 Classrooms (2009, unknown): “Following Mackey, Oliver, and Leeman (2003), we defined an utterance as ‘‘a stream of speech with at least one of the following characteristics: a) occurring under one intonation contour, b) bounded by a pause, and c) constituting a single semantic unit’’ (p. 45).”
Corrective feedback and learner uptake in communicative classrooms across instructional settings (2004, methodology): “There have been few studies of the contextual factors that influence CF.”
Some benefits of peer–peer interaction: 10-year-old children practising with a communication task (2007, background): “Studies involving child subjects working in pairs with other children or with adults have been carried out in different contexts (Van den Branden, 1997; Oliver, 1998; 2000; 2002; Mackey et al., 2003; Ellis and Heimbach, 1997) and these studies have investigated various interactional processes, such ”
Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “Comparing learner–learner interaction with learner–NS interaction, Mackey et al. (2003), for example, reported that interactional feedback was significantly more frequent in NS–learner than in learner– learner interaction.”