| State-of-the-Art Article: Oral corrective feedback in second language classrooms R Lyster, K Saito, M Sato Language Teaching 46 (1), 1-40, 2013 | 1178 | 2013 |
| The Routledge handbook of instructed second language acquisition S Loewen, M Sato Routledge, 2017 | 473* | 2017 |
| State-of-the-art article: Interaction and instructed second language acquisition S Loewen, M Sato Language Teaching 51 (3), 285–329, 2018 | 334 | 2018 |
| Peer interaction and corrective feedback for accuracy and fluency development: Monitoring, practice, and proceduralization M Sato, R Lyster Studies in Second Language Acquisition 34 (4), 591-626, 2012 | 321 | 2012 |
| Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention M Sato The Modern Language Journal 97 (3), 611-633, 2013 | 219 | 2013 |
| Do teachers care about research? The research–pedagogy dialogue M Sato, S Loewen ELT Journal 73 (1), 1-10, 2019 | 178 | 2019 |
| Skill acquisition theory and the role of practice in L2 development R Lyster, M Sato Contemporary approaches to second language acquisition, 71-92, 2013 | 175 | 2013 |
| Peer interaction and second language learning: Pedagogical potential and research agenda M Sato, S Ballinger John Benjamins, 2016 | 174 | 2016 |
| Modified output of Japanese EFL learners: Variable effects of interlocutor vs. feedback types M Sato, R Lyster Conversational interaction in second language acquisition: A collection of …, 2007 | 161 | 2007 |
| Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets M Sato, S Loewen Language Learning 68 (2), 507-545, 2018 | 150 | 2018 |
| Raising language awareness in peer interaction: A cross-context, cross-methodology examination M Sato, S Ballinger Language Awareness 21 (1-2), 157-179, 2012 | 149* | 2012 |
| Interaction mindsets, interactional behaviors, and L2 development: An affective‐social‐cognitive model M Sato Language learning 67 (2), 249-283, 2017 | 135 | 2017 |
| Understanding peer interaction: Research synthesis and directions M Sato, S Ballinger Peer interaction and second language learning: Pedagogical potential and …, 2016 | 135 | 2016 |
| “I think that is a better way to teach but…”: EFL teachers’ conflicting beliefs about grammar teaching M Sato, JC Oyanedel System 84, 110-122, 2019 | 103 | 2019 |
| The research–practice dialogue in second language learning and teaching: Past, present, and future M Sato, S Loewen The Modern Language Journal 106 (3), 509-527, 2022 | 81 | 2022 |
| Evidence-based second language pedagogy M Sato, S Loewen Routledge, 2019 | 73 | 2019 |
| Exploring the construct of interactional oral fluency: Second language acquisition and language testing approaches M Sato System 45, 79-91, 2014 | 71 | 2014 |
| Interaction or collaboration? The proficiency effect on group work in the foreign language classroom M Sato, P Viveros Peer Interaction and Second Language Learning: Pedagogical potential and …, 2016 | 68* | 2016 |
| Oral peer corrective feedback: Multiple theoretical perspectives M Sato Corrective feedback in second language teaching and learning: Research …, 2017 | 65 | 2017 |
| Instructed Second Language Acquisition (ISLA): An Overview S Loewen, M Sato The Routledge Handbook of Instructed Second Language Acquisition, 1-12, 2017 | 62 | 2017 |
Shawn LoewenMichigan State University在 msu.edu 的电子邮件经过验证
