Inter-cultural contact and flow in a task-based Japanese EFL classroom

By S. Aubrey. 2017

117 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/3bedabd66e104dab5f02c59924b420ed04e4027f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. L. Phung
2. Y. Lo
3. Xuyan Qiu

In Education

1. L. Phung
2. Y. Lo
3. Xuyan Qiu

In Language and Linguistics

1. Y. Lo
2. Xuyan Qiu
3. L. Phung

Citations in the corpus

• Task preference, affective response, and engagement in L2 use in a US university context (2017, background): “In a study investigating intercultural communication in the Japanese context, Aubrey (2017) found that learners reported higher flow scores while performing five tasks with international students than learners who completed the same tasks with Japanese peers.”
• Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use (2017, background): “According to this model, contextual factors, such as challenges from task features and learner skills (e.g. speaking skill), influence individual psychological states which in turn affect performance (for a more detailed discussion, see Aubrey, 2017).”