Masatoshi Sato

Masatoshi Sato
Universidad Andrés Bello | UNAB · Department of English

Doctor of Philosophy

About

75
Publications
122,313
Reads
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3,294
Citations
Introduction
Masatoshi Sato (PhD: McGill University) is a Professor in the Department of English at Universidad Andrés Bello, Chile. He currently teaches pre-service and in-service English teachers in Chile. His research agenda is to conduct theoretical and practical research in order to provide practitioners with evidence-based pedagogy. In particular, he has conducted research focusing on peer interaction, corrective feedback, learner psychology, teacher psychology, and research-pedagogy link. Please DM me for full texts!!!
Additional affiliations
August 2018 - present
Michigan State University
Position
  • Professor
March 2018 - present
Curtin University
Position
  • Professor (Associate)
February 2018 - present
Anaheim University
Position
  • Professor (Associate)
Education
September 2008 - November 2011
McGill University
Field of study
  • Educational Studies (Language Acquisition)
September 2004 - June 2006
McGill University
Field of study
  • Second Language Education
September 2003 - June 2004
University of New Mexico
Field of study
  • TESOL

Publications

Publications (75)
Article
Full-text available
Instructed second-language acquisition (ISLA) research endeavours to make positive changes in pedagogical practices. In this regard, there is a recent debate concerning whether teachers are (or should be) willing to engage with research. To investigate the research–pedagogy link, the current case study conducted interviews with 12 EFL teachers in C...
Article
Full-text available
This study explored the impact of contextualized practice on second language (L2) learners’ production of wh -questions in the L2 classroom. It examined the quality of practice (correct vs. incorrect production) and the contribution of declarative knowledge to proceduralization. Thirty-four university-level English as a foreign language learners fi...
Article
Full-text available
This study explored the impact of a vision intervention in a second language (L2) classroom. In addition to self‐reported motivational variables, the study examined the intervention’s impact on L2 production during teacher–student interactions. Two intact university‐level classes were assigned to the experimental (n = 26) and control (n = 24) group...
Article
Full-text available
This article explores intersections between two subfields of second language acquisition research: learner psychology (LP) and instructed second language acquisition (ISLA). Despite the common goal of discovering second language (L2) learning processes and products, the two inquiries have taken distinct paths. We argue that it is necessary to unite...
Article
This study investigated second language (L2) researchers' perceptions of the research-practice relationship. While research use (or lack thereof) in the classroom has been debated by researchers for decades, researchers have rarely investigated themselves as stakeholders in the relationship. However, it is vital to know researchers' approaches to t...
Article
Although international students often report satisfaction with their studies and view Canada as being tolerant and multicultural, increasing anti-Asian sentiment triggered by the global pandemic has highlighted the importance of exploring whether international students, especially from South and East Asia, experience discrimination. This study exam...
Article
This study investigated foreign language teachers’ beliefs about the research–pedagogy link by focusing on research‐oriented universities. Participants (N = 107) held different roles at their universities: graduate students (n = 17), full‐time second language (L2) instructors (n = 69), and language program directors (n = 21). Data were collected vi...
Article
Full-text available
Researchers and teachers often invoke context to explain their particular research/teaching issues. However, definitions of context vary widely and the direct impact of the context is often unexplained. Based on research showing contextual differences in second language (L2) learner beliefs and interactional behaviors, the current project compared...
Article
Full-text available
This study examined the relationships between teacher motivation (TM) and perceived burnout of English-as-a-foreign-language (EFL) teachers in Chile. A particular focus was given to demotivators and their impact on TM and burnout. The impact of COVID-19 was considered. Given that EFL teachers tend to be second language (L2) learners of English them...
Preprint
Full-text available
This article first explores ways in which a dialogue between researchers and practitioners can be bidirectional, effective, and beneficial for the two professional communities. We suggest concrete directions for L2 research: (a) collaborative mindset; (b) the nature of research; (c) venues for dialogue; and (d) institutional support. First, we argu...
Article
This study investigated the nature of learners' positive emotional engagement during a task-based interaction and its relationship with their interactional behaviours. Vietnamese learners of English as a foreign language (EFL; n = 74) performed a communicative task in dyads in 15 minutes. Their positive emotional engagement was gauged using an Expe...
Preprint
Full-text available
This article explores intersections between two subfields of second language acquisition research-learner psychology (LP) and instructed second language acquisition (ISLA). Despite the common goal of discovering second language (L2) learning processes and products, the two inquiries have taken distinct paths. We argue that it is necessary to unite...
Article
Full-text available
Improving citizens’ subjective well-being (SWB) has become an increasingly visible policy goal across industrialized countries. Although an increasing number of studies have investigated SWB at the individual level, little is known about subjective evaluation at social levels, such as the community and national levels. While the relationships betwe...
Article
The relationship between task-based language teaching (TBLT) and instructed second language acquisition (ISLA) is a close one. Both are concerned primarily with facilitating the development of second language (L2) learners’ linguistic proficiency. This article begins by providing a brief description of both terms. TBLT has been described as an appr...
Article
This classroom-based, quasi-experimental study explored the impact of metacognitive instruction designed to promote young learners' (1) willingness to communicate (WTC), (2) participation in communicative activities, and (3) metacognitive knowledge of oral communication. Forty-four Grade 3 students (8-9 years old) from two intact classes participat...
Article
Full-text available
This classroom-based study explored language mindsets in the context of communicative interaction between L2 learners. Amid the increasing research on mindsets in the L2 field, two issues warrant further research to improve our understanding of how mindsets affect L2 learning. First, research has largely been product-oriented and mindsets’ impacts...
Chapter
Full-text available
Metacognition Metacognition-often called knowledge about knowledge-is a type of individual difference that has been found to predict students' academic achievements in various subject matters (e.g., maths and science). Metacognition allows students to plan, self-monitor, and self-evaluate their learning processes and products; hence, it serves a pi...
Preprint
Full-text available
This classroom-based, quasi-experimental study explored the impact of metacognitive instruction designed to promote young learners' (a) willingness to communicate (WTC), (b) participation in communicative activities, and (c) metacognitive knowledge of oral communication. Forty-four Grade 3 students (8-9 years old) from two intact classes participat...
Chapter
Full-text available
This article lists research questions related to peer interaction that can be used for future research.
Article
Full-text available
Research into peer interaction continues to grow and new findings with new designs have been reported. However, there remain theoretical and methodological issues that replication studies can address. In this article, I first discuss theoretical frameworks that have been used to investigate peer interaction, namely, interactionist, sociocultural, a...
Preprint
Research into peer interaction continues to grow and new findings with new designs have been reported. However, there remain theoretical and methodological issues that replication studies can address. In this article, I first discuss theoretical frameworks that have been used to investigate peer interaction, namely, interactionist, sociocultural, a...
Chapter
Full-text available
This study investigated second language (L2) learners' use of first language (L1) as a means to resolve lexical issues during collaborative writing tasks (i.e., L1 languaging). Participants were 34 8th grade high-proficiency English learners in Chile who shared their L1 (Spanish). Their vocabulary development was tested via the vocabulary knowledge...
Article
Full-text available
The survey data derives from a newly-developed questionnaire of interaction mindset. Interaction mindset pertains to second language (L2) learners’ disposition towards the task and/or an interlocutor prior to and/or during task-based interaction [1]. The theoretical model is consisted of five factors: (a) peer interaction; (b) collaboration; (c) fo...
Chapter
Full-text available
The current study examined the impact of metacognitive instruction for collaborative interaction during communicative tasks. While task-based research shows considerable supportive evidence of tasks, there are many pedagogical obstacles to the implementation of tasks, especially in foreign language contexts. Further, research suggests that even whe...
Article
The current study explored whether three individual difference variables (proficiency, language analytical ability, and interaction mindset) predict the ways in which second language (L2) speakers report noticing of L2 errors produced by another learner. University-level EFL learners in a teacher training program (N = 102) watched a video in which...
Preprint
Full-text available
Researchers and teachers often invoke context to explain their particular research/teaching issues. However, definitions of context vary widely and the direct impact of the context is often unexplained. Based on research showing contextual differences in second language (L2) learner beliefs and interactional behaviors, the current project compared...
Preprint
Full-text available
This study investigated second language (L2) learners' use of first language (L1) as a means to resolve lexical issues during collaborative writing tasks (i.e., L1 languaging). Based on sociocultural theory as well as cognitive perspectives of vocabulary development, L1 languaging was qualitatively and quantitatively explored. Participants were 34...
Article
Full-text available
The data derives from a survey collected from 543 school-level teachers of English in Chile. The survey was originally distributed to 5435 teachers. The survey was developed with an aim of exploring teachers’ beliefs about how second language grammar should be taught. The survey consisted of 50 items in total, in four sections: (a) background infor...
Preprint
Full-text available
The current study examined the impact of metacognitive instruction for collaborative interaction during communicative tasks. While task-based research shows considerable supportive evidence of tasks, there are many pedagogical obstacles to the implementation of tasks especially in foreign language contexts. Further, research suggests that even when...
Article
This classroom-based study examined the role of context in task-based interaction. Identical tasks were implemented in university-level classes in two contexts: Australian ESL (n = 27) and Chilean EFL (n = 19). The learners engaged in discussion tasks, as part of the regular classroom activities. Data included audio-recorded task-based interactions...
Article
Full-text available
This study examined the effectiveness of interactive activities at facilitating EFL students' production of English relative clauses. Thirty-seven EFL learners in Chile carried out interactive activities designed to elicit relative clauses. Pre-and posttests were used to examine whether carrying out the activities facilitated the students' producti...
Chapter
Full-text available
• This chapter reviews updated ISLA research and proposes research ideas. • The chapter proposes categorizing ISLA research into (a) types of instruction, (b) learning processes, (c) learning outcomes, and (d) learner and teacher psychology. • Pedagogical recommendations based on research findings—evidence-based pedagogy—are proposed. • The chapter...
Book
Full-text available
Evidence-Based Second Language Pedagogy is a cutting-edge collection of empirical research conducted by top scholars focusing on instructed second language acquisition (ISLA) and offering a direct contribution to second language pedagogy by closing the gap between research and practice. Building on the conceptual, state-of-the-art chapters in The R...
Preprint
This study investigated teachers’ beliefs regarding grammar instruction integrated into communicative teaching in an English-as-a-foreign-language (EFL) context, with a focus on conflicting beliefs. First, a survey was designed and implemented to examine teachers’ beliefs about (a) L2 learning theories, (b) grammar instruction and communicative tea...
Article
This study investigated teachers’ beliefs regarding grammar instruction integrated into communicative teaching in an English-as-a-foreign-language (EFL) context, with a focus on conflicting beliefs. First, a survey was designed and implemented to examine teachers’ beliefs about (a) L2 learning theories, (b) grammar instruction and communicative tea...
Chapter
Full-text available
• This study examined a classroom intervention designed to increase L2 learners’ motivation within the framework of Dörnyei’s (2005) L2 Motivational Self System. • The intervention aimed to form and strengthen EFL learners’ future vision related to their profession (i.e., business). The intervention was incorporated into classroom communicative tas...
Chapter
• This study was a longitudinal investigation (two years) of Mandarin as an L2 CLIL classes in an Australian primary school (students aged 5 to 9 years old). • The data included 164 hours of recorded classroom observation involving four science and math CLIL teachers working with approximately 100 students. • The analysis focused on interactional f...
Preprint
Full-text available
This study examined the effectiveness of interactive activities at facilitating EFL students’ production of English relative clauses. Thirty-seven EFL learners in Chile carried out interactive activities designed to elicit relative clauses. Pre- and posttests were used to examine whether carrying out the activities facilitated the students’ product...
Preprint
Full-text available
This study explored the impact of contextualized practice on L2 learners' production of wh-questions in the L2 classroom. It examined the quality of practice (correct vs. incorrect production) and the contribution of declarative knowledge to proceduralization. Thirty-four university-level EFL learners first completed a declarative knowledge test. T...
Chapter
Full-text available
The relationship between instructed second language acquisition (ISLA) research, on the one hand, and English language teaching pedagogy, on the other, is not always clear and is sometimes contentious. While ISLA researchers hope to inform English second language (L2) pedagogy, teachers may feel that theory and research are of limited use in their...
Preprint
Full-text available
☞ The study was a longitudinal investigation (two years) of Mandarin-as-an-L2 CLIL classes in an Australian primary school (students aged 5 to 9 years old). ☞ 164 hours of recorded classroom observational data involved four science and math CLIL teachers working with approximately 100 students. ☞ The analysis focused on interactional features that...
Preprint
Full-text available
Instructed second language acquisition (ISLA) research endeavors to make positive changes in pedagogical practices. In this regard, there is a recent debate concerning whether teachers are (or should be) willing to engage with research. To investigate the research-pedagogy link, the current case study conducted interviews with 12 EFL teachers in Ch...
Book
This book is the first collection of empirical studies pertaining to ISLA. The studies were conducted by internationally-renowned researchers who endeavor to increase the transferability of their research to classroom teaching. Drawing on multiple theoretical perspectives, ranging from sociological, psychological, sociocultural, to cognitive, the b...
Preprint
Full-text available
This chapter reports on a classroom-based quasi-experimental study by focusing on its methodological aspects. The study's objectives were twofold: (1) to examine the effect of metacognitive instruction (MI) in which learners were instructed about the benefits of receiving corrective feedback (CF), and (2) to compare the effects of two CF types-inpu...
Preprint
Full-text available
----This study examined a classroom intervention designed to increase L2 learners’ motivation within the framework of Dörnyei’s (2005) L2 Motivational Self System. ---- The intervention aimed to form and strengthen EFL learners’ future vision related to their profession (i.e., business). The intervention was incorporated into classroom communicativ...
Preprint
Full-text available
This chapter is a survey of issues and directions of instructed second language acquisition (ISLA) research. While the effort to transfer SLA findings to the classroom may not be new, the momentum is here when researchers share an increasing awareness of the impact that their research could have on second language teaching. This chapter is a both a...
Article
Full-text available
Interaction is an indispensable component in second language acquisition (SLA). This review surveys the instructed SLA research, both classroom and laboratory-based, that has been conducted primarily within the interactionist approach, beginning with the core constructs of interaction, namely input, negotiation for meaning, and output. The review c...
Article
Full-text available
This study explored the impact of metacognitive instruction provided in conjunction with corrective feedback, investigating the moderating effects of two types of implicit corrective feedback (input-providing conversational recasts vs. output-prompting clarification requests) that targeted English third-person singular –s and possessive determiners...
Article
Full-text available
This classroom-based study explored links among second language (L2) learners’ interaction mindsets, interactional behaviors, and L2 development in the context of peer interaction. While peer interaction research has revealed that certain interactional behaviors (e.g., receiving corrective feedback and engaging in collaborative interaction) assist...
Chapter
Full-text available
Peer corrective feedback (PCF) is unique and marked by coginitive, social, and affective features: (a) during peer interaction, learners are not only receivers but also providers of CF; (b) a social relationship that learners together construct during interaction may enhance or hinder CF effectiveness; (c) learners’ mindset towards the task and/or...
Book
Full-text available
This is an ambitious work, covering the whole breadth of the field from its theoretical underpinnings to research and teaching methodology. The Editors have managed to recruit a stellar panel of contributors, resulting in the kind of 'all you ever wanted to know about instructed SLA' collection that should be found on the shelves of every good libr...
Book
Full-text available
This volume represents the first collection of empirical studies focusing on peer interaction for L2 learning. These studies aim to unveil the impact of mediating variables such as task type, mode of interaction, and social relationships on learners' interactional behaviors and language development in this unique and pedagogically powerful learning...
Chapter
Full-text available
This chapter reports on a classroom-based quasi-experimental study examining the relationship between interactional moves and collaborative patterns in peer interaction and their effect on L2 development, using proficiency as an independent variable. Participants were from two parallel Grade 10 English classes in Chile, divided into low and high pr...
Article
Full-text available
This study examined conversational interaction between second language (L2) learners and native speakers (NSs). While L2 interaction research has traditionally quantified interactional moves – the interactionist approach, the present study examined various surface linguistic indices (e.g., MLUs, number of verb and noun types, and TTRs) and compared...
Conference Paper
Full-text available
The current study designed original tasks that are suitable for video-based interaction and compared two interaction contexts, namely, video-based SCMC and FTF. Hence, it potentially answers two of the thematic questions: (a) How do we design authentic, meaningful, useful and enjoyable tasks? and (b) To what extent do tasks depend on context? The c...
Article
Full-text available
This study investigates the beliefs of second language learners regarding peer interaction and peer corrective feedback (CF) as well as the feasibility of a second language intervention, aimed at changing those beliefs. The classroom intervention was designed to promote collaborative learning and to train learners to provide CF to each other. Parti...
Article
Full-text available
This article reviews research on oral corrective feedback (CF) in second language (L2) classrooms. Various types of oral CF are first identified, and the results of research revealing CF frequency across instructional contexts are presented. Research on CF preferences is then reviewed, revealing a tendency for learners to prefer receiving CF more t...
Article
Full-text available
This quasi-experimental study is aimed at (a) teaching learners how to provide corrective feedback (CF) during peer interaction and (b) assessing the effects of peer interaction and CF on second language (L2) development. Four university-level English classes in Japan participated (N = 167), each assigned to one of four treatment conditions. Of the...
Article
Full-text available
In this paper, both a cognitive and a sociocultural theoretical perspective are used to bring together findings from two studies that investigated the effects of instruction designed to enhance the potentially positive effect of peer interaction on L2 development. Despite differences between the studies’ learning contexts, participants’ age, and re...
Article
Full-text available
This article investigates a language learner’s cognitive ability (i.e., form-orientation) in detecting the corrective nature of non-salient feedback, by reviewing the operationalizations and reported effectiveness of recasts in recent SLA literature. Two directionalities which seem to have resulted in the divergent findings of recast effectiveness...
Article
Full-text available
This paper calls for a broadening of the discussion of English language teaching (ELT) practices in Japan. We review issues associated with the global spread of English and link this discussion to the present “standard” English model of ELT in Japan. We propose three major benefits that would follow from an inclusion of non-“standard” (i.e., non Am...
Article
Full-text available
This study investigates interactional moves of Japanese EFL learners and how they modify their oral output differently depending on whether their interlocu- tor is a peer or a native speaker (NS). By employing retrospective stimulated recall methodology, this study also explores the participants' perceptions which arguably determined their interact...

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Projects

Projects (5)
Project
The overall goal is to discover the nature of peer interaction and its effects on L2 learning. Ultimately, the project aims to devise pedagogical intervention to maximize the use of peer interaction in the classroom.
Project
To promote ISLA research that puts instruction as a central issue, by building on traditional SLA research that primarily focuses on phenomena related to L2 learning processes.
Project
The overarching goal is to facilitate the dialogue between researchers and teachers by (a) raising the awareness of the dialogue among researchers (ourselves), and (b) encouraging teachers to experiment evidence-based pedagogy in their classrooms.