Integration of grammar instruction and task-based interaction with young EFL learners: An investigation into the use of English possessive determiners (his/her)

[EN] A considerable body of research within the interaction framework has focused on how task-based interaction promotes learners’ attention to linguistic aspects. A population that is gathering momentum in interaction research is that of young learners in English-as-a-second-language (ESL) and in E...

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Detalhes bibliográficos
Autores: Barberán Recalde, María Tania, Basterrechea Lozano, María
Formato: capítulo de livro
Fecha de publicación:2025
País:España
Recursos:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/75915
Acesso em linha:http://hdl.handle.net/10810/75915
Access Level:acceso abierto
Palavra-chave:grammar
task-based interaction
EFL
young learners
possessive determiners his/her
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spelling Integration of grammar instruction and task-based interaction with young EFL learners: An investigation into the use of English possessive determiners (his/her)Barberán Recalde, María TaniaBasterrechea Lozano, Maríagrammartask-based interactionEFLyoung learnerspossessive determiners his/her[EN] A considerable body of research within the interaction framework has focused on how task-based interaction promotes learners’ attention to linguistic aspects. A population that is gathering momentum in interaction research is that of young learners in English-as-a-second-language (ESL) and in English-as-a-foreign-language (EFL) settings. Overall, learners do produce deliberations about the target language in collaborative tasks–primarily with a lexical focus. Little is known, though, about whether their attention would be directed to specific grammatical features by means of pedagogical tasks designed for that purpose. This study aims to provide empirical evidence about the potential effect of a carefully-planned pedagogical intervention in collaborative task-based interaction that draws young EFL learners’ attention to a specific grammatical feature–English possessive determiners, in gender-matched and gender-mismatched contexts. To this end, 33 10-to-11-year-old EFL Primary-school learners carried out three dictogloss tasks collaboratively (matched for proficiency) on different days. Seven (7) dyads acted as a control group and 9 as an experimental group, who received a metalinguistic explanation on English possessive determiners prior to Dictogloss 2 and prior to Dictogloss 3. Results show a direct relationship between metalinguistic explanations and higher scores in Dictogloss 3, with significant differences between the control and the experimental group in the total accuracy scores of Dictogloss 3 and in the accuracy scores of Dictogloss 3 in gender-matched contexts, pointing to the benefits of a carefully-planned pedagogical intervention in collaborative task-based interaction in drawing young EFL learners’ attention to English possessive determiners, specifically, in gender-matched contexts.This study has been supported by grants from the Spanish Ministry of Science and Innovation (PID2020-113630GB-I00) for the I+D+I Project Balancing interaction and L2 grammar learning by children in an EFL context (INGREFL) and the Basque Government (IT1426-22).Springer202520252025info:eu-repo/semantics/bookPartapplication/pdfhttp://hdl.handle.net/10810/75915reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/MCIN/PID2020-113630GB-I00/https://doi.org/10.1007/978-3-031-80924-8_1info:eu-repo/semantics/openAccess© 2025 The Author(s), under exclusive license to Springer Nature Switzerland AGoai:addi.ehu.eus:10810/759152026-06-18T09:23:17Z
dc.title.none.fl_str_mv Integration of grammar instruction and task-based interaction with young EFL learners: An investigation into the use of English possessive determiners (his/her)
title Integration of grammar instruction and task-based interaction with young EFL learners: An investigation into the use of English possessive determiners (his/her)
spellingShingle Integration of grammar instruction and task-based interaction with young EFL learners: An investigation into the use of English possessive determiners (his/her)
Barberán Recalde, María Tania
grammar
task-based interaction
EFL
young learners
possessive determiners his/her
title_short Integration of grammar instruction and task-based interaction with young EFL learners: An investigation into the use of English possessive determiners (his/her)
title_full Integration of grammar instruction and task-based interaction with young EFL learners: An investigation into the use of English possessive determiners (his/her)
title_fullStr Integration of grammar instruction and task-based interaction with young EFL learners: An investigation into the use of English possessive determiners (his/her)
title_full_unstemmed Integration of grammar instruction and task-based interaction with young EFL learners: An investigation into the use of English possessive determiners (his/her)
title_sort Integration of grammar instruction and task-based interaction with young EFL learners: An investigation into the use of English possessive determiners (his/her)
dc.creator.none.fl_str_mv Barberán Recalde, María Tania
Basterrechea Lozano, María
author Barberán Recalde, María Tania
author_facet Barberán Recalde, María Tania
Basterrechea Lozano, María
author_role author
author2 Basterrechea Lozano, María
author2_role author
dc.subject.none.fl_str_mv grammar
task-based interaction
EFL
young learners
possessive determiners his/her
topic grammar
task-based interaction
EFL
young learners
possessive determiners his/her
description [EN] A considerable body of research within the interaction framework has focused on how task-based interaction promotes learners’ attention to linguistic aspects. A population that is gathering momentum in interaction research is that of young learners in English-as-a-second-language (ESL) and in English-as-a-foreign-language (EFL) settings. Overall, learners do produce deliberations about the target language in collaborative tasks–primarily with a lexical focus. Little is known, though, about whether their attention would be directed to specific grammatical features by means of pedagogical tasks designed for that purpose. This study aims to provide empirical evidence about the potential effect of a carefully-planned pedagogical intervention in collaborative task-based interaction that draws young EFL learners’ attention to a specific grammatical feature–English possessive determiners, in gender-matched and gender-mismatched contexts. To this end, 33 10-to-11-year-old EFL Primary-school learners carried out three dictogloss tasks collaboratively (matched for proficiency) on different days. Seven (7) dyads acted as a control group and 9 as an experimental group, who received a metalinguistic explanation on English possessive determiners prior to Dictogloss 2 and prior to Dictogloss 3. Results show a direct relationship between metalinguistic explanations and higher scores in Dictogloss 3, with significant differences between the control and the experimental group in the total accuracy scores of Dictogloss 3 and in the accuracy scores of Dictogloss 3 in gender-matched contexts, pointing to the benefits of a carefully-planned pedagogical intervention in collaborative task-based interaction in drawing young EFL learners’ attention to English possessive determiners, specifically, in gender-matched contexts.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/bookPart
format bookPart
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/75915
url http://hdl.handle.net/10810/75915
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/MCIN/PID2020-113630GB-I00/
https://doi.org/10.1007/978-3-031-80924-8_1
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
© 2025 The Author(s), under exclusive license to Springer Nature Switzerland AG
eu_rights_str_mv openAccess
rights_invalid_str_mv © 2025 The Author(s), under exclusive license to Springer Nature Switzerland AG
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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