A new research paper led by Gaia Oikawa (Doctoral Student, Department of Applied Linguistics) and Associate Professor Takumi Uchihara has been published in TESOL Quarterly.

This study investigates how different types of communicative tasks influence learners' task motivation and engagement during peer interactions, and to what extent this motivation and engagement impact learning outcomes. The findings indicate that tasks requiring learners to generate their own content yield higher learning effectiveness than tasks where content is provided by the teacher. However, the results also suggest that learners who focus heavily on interaction during the task might experience a hindrance in their language learning.

Title: Learner Engagement in L2 Vocabulary Learning through Communicative Tasks: Comparing Learner- and Teacher-Generated Content 

For more information, please see the published article below:
https://doi.org/10.1002/tesq.70166