The Contribution of Collaborative and Individual Tasks to the Acquisition of L2 Vocabulary

By Youjin Kim. 2008

281 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b23d739a680275ad74bd0a172c0cb73261b6f5b2

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students (2023, background): “Kim (2008) elucidates that a group of learners can mutually support each other in reaching their ZPD, alternating roles as both less and more skilled learners contingent on the language learning tasks and activities.”
The effect of collaborative writing in an EFL secondary setting (2019, background): “Timely and developmentally appropriate support is associated with enhanced performance on the collaborative task and/or subsequent (tailor-made) post-tests (Kim, 2008; Swain, 1998; Swain & Lapkin, 2001).”
Collaborative and individual output tasks and their effects on learning English phrasal verbs (2010, methodology): “This test was used because it has been used in previous research for that purpose (Paribakht & Wesche, 1996; Read & Chapelle, 2001; Folse, 2006; Kim, 2008) and has also been claimed to provide an effective measure of increase in vocabulary knowledge as a result of instruction (Read & Chapelle, 2001)”
Collaborative Writing in L2 Contexts: Processes, Outcomes, and Future Directions (2011, background): “Kim (2008) compared the effectiveness of collaborative and individual tasks on the acquisition of L2 vocabulary by learners of Korean as a second language.”
Task-Based Language Learning (2011, unknown): “…Cadierno & Robinson, 2009; Dornyei & Kormos, 2000; Ellis, 2005; Gilabert, 2005, 2007; Gilabert, Baron, & Llanes, 2009: Ishikawa, 2007, 2008a, 2008b; Kim, 2008, 2009a, 2009b; Kuiken & Vedder, 2007a, 2007b; Michel, 2011; Nuevo, 2006; Revesz, 2009, 2011; Robinson, 2001b, 2007c; Robinson, Cadierno, &…”
Vocabulary learning in collaborative tasks: A comparison of pair and small group work (2014, background): “These findings support those of previous research establishing a direct relationship between LREs and L2 learning (e.g. Kim, 2008; Lapkin et al., 2002; Storch & Wigglesworth, 2010; Swain & Lapkin, 1998, 2002; Watanabe & Swain 2007; Williams, 2001).”
Interaction and instructed second language acquisition (2018, background): “Apart from interlocutor characteristics, there are numerous task features that may impact interaction (e.g. Doughty & Pica 1986; Robinson 2001; Pica 2005; Keck et al. 2006; Pica, Kang & Sauro 2006; Kim 2008; Tavakoli & Foster 2008; Jenks 2009; Kormos & Trebits 2012).”
Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work (2012, background): “, Kim & McDonough, 2008; Storch, 2001, 2002, 2004; Watanabe & Swain, 2007, 2008). Analyzing learners’ roles and attitudes, Storch identified four different patterns of dyadic interaction: collaborative, expert/novice, dominant/passive, and dominant/dominant (Storch, 2001, 2002, 2004). Watanabe and S”