Visitant Researcher

Rhonda Oliver

Oral interaction among young learners of English as a foreing language: the impact of the use of negotiation and corrective feedback strategies during communicative tasks on language learning. (2012 - 2015)

Agurtzane Azkarai Garai, Rhonda Oliver, Yohana Gil-Berrio. (2022) Examining Deductive Versus Guided Instruction From an Interactionist Perspective. Language Learning. 72:125-164. Abstract || PDF
Agurtzane Azkarai Garai, María del Pilar García Mayo, Rhonda Oliver. (2020) The effect of task repetition on the patterns of interaction of ESL children. ITL - International Journal of Applied Linguistics. 171(1):90-112. Abstract
Agurtzane Azkarai Garai, Rhonda Oliver. (2019) Negative Feedback on task-repetition: ESL vs. EFL child settings. The Language Learning Journal. 47 (3):269-280. Abstract || PDF
Rhonda Oliver, Agurtzane Azkarai Garai. (2019) Patterns of interaction and young ESL learners: What is the impact of proficiency and task type?. Language Teaching for Young Learners. 1 (1):82-102. Abstract
Rhonda Oliver, Agurtzane Azkarai Garai. (2017) Review of Child Second Language Acquisition (SLA):Examining Theories and Research. Annual Review of Applied Linguistics. 37:62-76. Abstract || PDF

Agurtzane Azkarai Garai, Rhonda Oliver. (2018) Teaching EFL to young learners. Ed.: Rhonda Oliver & Bich Nguyen. Pub.: Routledge. Pags: 89-108. Abstract

Rhonda Oliver, Agurtzane Azkarai Garai, María del Pilar García Mayo. (2017) Patterns of interaction in child ESL task-based learning. Biannual International Task-based Language Teaching conference Barcelona (Spain). Abstract
Agurtzane Azkarai Garai, Rhonda Oliver, María del Pilar García Mayo. (2016) The effects of gender on negative feedback: A comparison between ESL and EFL child interaction. Second Language Research Forum New York. Abstract
Agurtzane Azkarai Garai, Rhonda Oliver. (2015) Task-repetition in young ESL and EFL learners. ALAA/ALANZ/ALTAANZ. Learning in a Multilingual World Adelaide (Australia). Abstract