Masatoshi Sato

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Shawn LoewenMichigan State UniversityVerified email at msu.edu
Roy LysterMcGill UniversityVerified email at mcgill.ca
Susan BallingerMcGill UniversityVerified email at mcgill.ca
Juan Carlos OyanedelFacultad de Educación y Ciencias Sociales, Universidad Andrés Bello. Santiago de ChileVerified email at unab.cl
Kim McDonoughProfessor of Applied Linguistics, Concordia University, MontrealVerified email at concordia.ca
Phung DaoFaculty of Education, The University of Cambridge, UKVerified email at cam.ac.uk
Neomy StorchLecturer in Applied Linguistics & ESL, Melbourne UniversityVerified email at unimelb.edu.au
Shanshan Yang 杨姗姗Fudan UniversityVerified email at fudan.edu.cn
Pavel TrofimovichConcordia UniversityVerified email at concordia.ca
Benjamin CarcamoUniversidad de Las AméricasVerified email at udla.cl
Dmitrii PastushenkovHarvard UniversityVerified email at fas.harvard.edu
Kata CsizérProfessor, Eötvös UniversityVerified email at btk.elte.hu
Mahmoud Abdi TabariUniversity of Nevada, RenoVerified email at unr.edu
Lieselotte SippelAssistant Professor, Binghamton UniversityVerified email at binghamton.edu
Javier Torres-VallejosUniversidad Santo TomasVerified email at santotomas.cl
Joel Juarros BasterretxeaUniversidad de ZaragozaVerified email at academicos.uta.cl
Mostafa PapiFlorida State UniversityVerified email at fsu.edu
Eva KartchavaCarleton UniversityVerified email at carleton.ca
Yizhou WangThe University of MelbourneVerified email at unimelb.edu.au
Matthew D. CossMichigan State UniversityVerified email at msu.edu

Masatoshi Sato

Universidad Andres Bello; Professor of Applied Linguistics

Verified email at unab.cl

Applied Linguistics Second Language Acquisition Classroom research Research-practice relationship


Title Sort by citations Sort by year Sort by title	Cited by Cited by	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	1273	2013
The Routledge handbook of instructed second language acquisition S Loewen, M Sato Routledge, 2017	539*	2017
State-of-the-art article: Interaction and instructed second language acquisition S Loewen, M Sato Language Teaching 51 (3), 285–329, 2018	402	2018
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	350	2012
Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention M Sato The Modern Language Journal 97 (3), 611-633, 2013	233	2013
Do teachers care about research? The research–pedagogy dialogue M Sato, S Loewen ELT Journal 73 (1), 1-10, 2019	214	2019
Skill acquisition theory and the role of practice in L2 development R Lyster, M Sato Contemporary approaches to second language acquisition, 71-92, 2013	188	2013
Peer interaction and second language learning: Pedagogical potential and research agenda M Sato, S Ballinger John Benjamins, 2016	186	2016
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	170	2007
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	164	2018
Raising language awareness in peer interaction: A cross-context, cross-methodology examination M Sato, S Ballinger Language Awareness 21 (1-2), 157-179, 2012	161	2012
Interaction mindsets, interactional behaviors, and L2 development: An affective‐social‐cognitive model M Sato Language learning 67 (2), 249-283, 2017	152	2017
Understanding peer interaction: Research synthesis and directions M Sato, S Ballinger Peer interaction and second language learning: Pedagogical potential and …, 2016	144	2016
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	135	2022
“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	117	2019
Evidence-based second language pedagogy M Sato, S Loewen Routledge, 2019	82	2019
Exploring the construct of interactional oral fluency: Second language acquisition and language testing approaches M Sato System 45, 79-91, 2014	75	2014
Oral peer corrective feedback: Multiple theoretical perspectives M Sato Corrective feedback in second language teaching and learning: Research …, 2017	74	2017
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	73*	2016
Instructed Second Language Acquisition (ISLA): An Overview S Loewen, M Sato The Routledge Handbook of Instructed Second Language Acquisition, 1-12, 2017	70	2017

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