HM 150 HM 138 HM 140 HM 142 HM 144 HM 146 Thirty of Differential effects of Effect of Task complexity Dynamics of Processing of Spanish L2 writing instruction ISLA: different types of on Spanish speaking ESL individual variation in grammatical gender at practices of Learning, corrective feedback on learners during peer L2 production: A early stages: A and non instruction, second language speech interaction structural equation comparison between teachers of EFL 2:00 pm - learning, and acquisition modeling approach child-L2 and adult-L2 writing 2:30 pm outcome learners Constanza Pena Andrew Lee Youngjoo Kim Jim McKinley Eun Young & Juno Baik Begoña Arechabaleta & Heath Rose Kang, Sarah Regulez Sok, The effects of Lexical complexity in L2 Student versus The effects of gender on EFL teachers as agents of & ZhaoHong written corrective academic writing; state willingness to negative feedback: A change Han feedback during comparing task types communicate in two comparison between ESL collaborative writing: Spanish instructional and EFL interaction Elif Burhan-Horasanli Learning outcomes and Paivi Pietila activities 2:35 pm - students' perceptions Agurtzane Azkarai, 3:05 pm Ashley Shaffe Rhonda Oliver, YouJin Kim, & María del Pilar Bumyoung Choi, García Mayo Sanghee Kang, Hyunae Yun, & Kim Feedback on corrective The emotional Does type of CLIL feedback in the second constituents of group instruction influence language classroom: flow in the ESL target language 3:10 pm - ESL teachers AND classroom outcomes? 3:40 pm students respond Alireza Eva Olsson Cathryn Crosby Sobhanmanesh & Liss Kerstin Sylvén Learner engagement Synthesising research CLIL research during 30 with indirect written on L2 motivation: A years and looking forward corrective feedback: call for meta-analysis 3:45 pm - Feedback efficacy and Liss Kerstin 4:15 pm learner strategies Takumi Aoyama Ok Yeon Kim & Eun Sung Park Friday, September 23, 2016 | 2:00- 4:15 pm | Concurrent Afternoon Sessions II TH 136 HM 148 HM 152 HM 424 HM 431 HM 432
HM 150 HM 138 HM 140 HM 142 HM 144 HM 146 2:00 pm - 2:30 pm Thirty of ISLA: Learning, instruction, learning, and outcome Eun Young Kang, Sarah Sok, & ZhaoHong Han Differential effects of different types of corrective feedback on second language speech acquisition Andrew Lee Effect of Task complexity on Spanish speaking ESL learners during peer interaction Constanza Pena Dynamics of individual variation in L2 production: A structural equation modeling approach Youngjoo Kim & Juno Baik Processing of Spanish grammatical gender at early stages: A comparison between child-L2 and adult-L2 learners Begoña Arechabaleta Regulez L2 writing instruction practices of and non teachers of EFL writing Jim McKinley & Heath Rose 2:35 pm - 3:05 pm The effects of written corrective feedback during collaborative writing: Learning outcomes and students' perceptions YouJin Kim, Bumyoung Choi, Sanghee Kang, Hyunae Yun, & Kim Lexical complexity in L2 academic writing; comparing task types Paivi Pietila Student versus state willingness to communicate in two Spanish instructional activities Ashley Shaffe The effects of gender on negative feedback: A comparison between ESL and EFL interaction Agurtzane Azkarai, Rhonda Oliver, & María del Pilar García Mayo EFL teachers as agents of change Elif Burhan-Horasanli 3:10 pm - 3:40 pm Feedback on corrective feedback in the second language classroom: ESL teachers AND students respond Cathryn Crosby The emotional constituents of group flow in the ESL classroom Alireza Sobhanmanesh Does type of CLIL instruction influence target language outcomes? Eva Olsson & Liss Kerstin Sylvén 3:45 pm - 4:15 pm Learner engagement with indirect written corrective feedback: Feedback efficacy and learner strategies Ok Yeon Kim & Eun Sung Park Synthesising research on L2 motivation: A call for meta-analysis Takumi Aoyama CLIL research during 30 years and looking forward Liss Kerstin Friday, September 23, 2016 | 2:00- 4:15 pm | Concurrent Afternoon Sessions II TH 136 HM 148 HM 152 HM 424 HM 431 HM 432
SLRF-Program-Schedule.docx