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Masatoshi Sato

Full Professor

UNIVERSIDAD ANDRES BELLO

Santiago, Chile

Instructed Second Language Acquisition; peer interaction; learner psychology; teacher education; research-practice link

instructed second language acquisition; peer interaction; corrective feedback; learner psychology; teacher psychology; research-practice link, MCGILL UNIVERSITY. Canada, 2011
instructed second language acquisition; peer interaction; corrective feedback; learner psychology; teacher psychology; research-practice link, MCGILL UNIVERSITY. Canada, 2006
instructed second language acquisition; peer interaction; corrective feedback; learner psychology; teacher psychology; research-practice link, NEW MEXICO STATE UNIVERSITY. Estados Unidos, 2004
instructed second language acquisition; peer interaction; corrective feedback; learner psychology; teacher psychology; research-practice link, KOBE UNIV. Japón, 2004

Assistant Professor Full Time

UNIVERSIDAD ANDRES BELLO

Faculty of Education and Social Sciences

Santiago, Chile

2012 - 2013
Visiting Professor Other

UNIVERSITE DE MONTREAL

Montreal, Canada

2014 - 2014
Associate Professor Full Time

UNIVERSIDAD ANDRES BELLO

Faculty of Education and Social Sciences

Santiago, Chile

2014 - 2019
Adjunct Professor Other

Curtin University

Perth, Australia

2018 - At present
Associate Professor Part Time

Anaheim University

California, Estados Unidos

2018 - At present
Affiliated Professor Other

MICHIGAN STATE UNIVERSITY

East Lansing, Estados Unidos

2018 - At present
Full Professor Full Time

UNIVERSIDAD ANDRES BELLO

Faculty of Education and Social Sciences

Santiago, Chile

2019 - At present

English instructor Full Time

Human Academy

Osaka, Japón

2006 - 2008

Paul Pimsleur Award

ACTFL-NFMLTA/MLJ

Estados Unidos, 2014

One of the most internationally prestigious awards in the field of applied linguistics.


Exploring linguistic stereotyping of international students at a Canadian university McDonough K.; Trofimovich P.; Tekin O.; Sato M. Article ISI SCOPUS Journal of Multilingual and Multicultural Development (2024)
'Who Is My Research for?': Researcher Perceptions of the Research-Practice Relationship Sato M.; Loewen S.; Pastushenkov D. Article SCOPUS Applied Linguistics (2022)
Teacher beliefs about second language research and researchers Sato, Masatoshi Article ISI SCOPUS Modern Language Journal (2022)
Teacher motivation and burnout of EFL teachers Sato, Masatoshi; Fernández Castillo, Fernanda Article ISI SCOPUS Frontiers in Psychology (2022)
The research-practice dialogue in second language learning and teaching Sato, Masatoshi Article ISI SCOPUS Modern Language Journal (2022)
A bifactor model of subjective well-being at personal, community, and country levels: A case with three Latin-American countries Article WOS Frontiers in Psychology (2021)
Combining learner psychology and ISLA research Sato, Masatoshi; Csizér, Kata Article SCOPUS Language Teaching Research (2021)
Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours Dao, Phung; Sato, Masatoshi Article SCOPUS Language Teaching Research (2021)
Exploring the relationship between TBLT and ISLA Sato, Masatoshi Article TASK (2021)
Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication Sato, Masatoshi Article WOS LANGUAGE TEACHING RESEARCH (2021)
Mindsets and language-related problem-solving behaviors during interaction in the classroom Sato, Masatoshi Article SCOPUS INNOVATION IN LANGUAGE LEARNING AND TEACHING (2021)
Context matters Sato, Masatoshi Article WOS LANGUAGE TEACHING RESEARCH (2020)
Data of the interaction mindset questionnaire: An initial exploration Sato, Masatoshi Article WOS DATA IN BRIEF (2020)
Generating a roadmap for possible selves via a vision intervention: Alignment of L2 motivation and classroom behavior Sato, Masatoshi Article WOS TESOL QUARTERLY (2020)
Learner attitudes and attention to form in peer interaction: A proposal to replicate Adams et al. (2011) and Philp et al. (2010) Sato, Masatoshi Article WOS LANGUAGE TEACHING (2020)
Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset Sato, Masatoshi Article WOS System (2020)
Comparing the same task in different L2 learning contexts: An Activity Theory perspective Sato, Masatoshi Article SCOPUS INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS (2019)
Do teachers care about research? The research-pedagogy dialogue Sato, Masatoshi; Loewen, Shawn Article ISI ELT JOURNAL (2019)
I think that is a better way to teach but ... : EFL teachers' conflicting beliefs about grammar teaching Sato, Masatoshi; Carlos Oyanedel, Juan Article ISI SCOPUS System (2019)
Practice is important but how about its quality? Contextualized practice in the classroom Sato, Masatoshi Article WOS STUDIES IN SECOND LANGUAGE ACQUISITION (2019)
Promoting EFL students’ accuracy and fluency through interactive practice tasks Sato, Masatoshi Article SCOPUS Studies in Second Language Learning and Teaching (2019)
Survey data of English teachers’ beliefs about second language instruction in Chile Sato, Masatoshi Article ISI DATA IN BRIEF (2019)
Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets Sato M. Article ISI SCOPUS LANGUAGE LEARNING (2018)
State-of-the-Art Article: Interaction and instructed second language acquisition Sato, Masatoshi Article LANGUAGE TEACHING (2018)
Density and complexity of oral production in interaction: The interactionist approach and an alternative Sato M. Article ISI SCOPUS IRAL - International Review of Applied Linguistics in Language Teaching (2015)
Exploring the construct of interactional oral fluency: Second Language Acquisition and Language Testing approaches Sato M. Article ISI SCOPUS System (2014)
State-of-the-Art Article: Oral corrective feedback in second language classrooms Lyster, Roy; Sato, Masatoshi Article ISI LANGUAGE TEACHING (2013)
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT Monitoring, Practice, and Proceduralization Sato M.; Lyster, R Article ISI SCOPUS Studies in Second Language Acquisition (2012)
Raising language awareness in peer interaction: a cross-context, cross-methodology examination Sato M.; Ballinger, S. Article ISI LANGUAGE AWARENESS (2012)
Constitution of form-orientation: Contributions of contexts and explicit knowledge to learning from recasts Sato, Masatoshi Article SCOPUS Canadian Journal of Applied Linguistics (2011)
To challenge the unchallenged: Potential of non-native Englishes in EFL classrooms Miyagi K.; Sato, Masatoshi; Crump, A. Article JALT CALL JOURNAL (2009)
Social relationships in conversational interaction: Comparison of learner-learner and learner-NS dyads Sato, Masatoshi Article JALT CALL JOURNAL (2007)


Review of the book An introduction to evidence-based teaching in the English language classroom: Theory and practice, by C. Lethaby, R. Mayne, & P. Harries Sato, Masatoshi BookReview ISI (2022)
Bilingual competence and bilingual proficiency in child development Sato M. BookReview ISI Journal of Multilingual and Multicultural Development (2013)


Classroom interaction and SLA: An interview with Masatoshi Sato Sato, Masatoshi; Sadeghi, Karim BookSection (2022)
Metacognitive approaches to collaborative writing: Theoretical and pedagogical proposals Sato, Masatoshi BookSection (2022)
Skill learning theories and communicative language teaching: Different strokes for different folks Sato, Masatoshi; Suzuki, Yuichi BookSection (2022)
Instructed second language acquisition Sato, Masatoshi; Spolsky, B.; Hult, F. M. BookSection (2021)
Metacognition Sato, Masatoshi; Hiver, P.; Papi M. BookSection (2021)
Mixed-methods research in instructed second language acquisition Sato, Masatoshi; Gurzynski-Weiss, L. BookSection (2021)
Research questions for peer interaction research Sato, Masatoshi; Mohebbi H.; Coombe, C. BookSection (2021)
Tasks for children: Using mainstream content to learn a language Oliver, Rhonda; Sato, Masatoshi BookSection (2021)
The role of L1 use by high-proficiency learners in L2 vocabulary development: A quasi-experimental study of L1 languaging Sato, Masatoshi; Angulo, I.; Suzuki, W. BookSection (2020)
Content and Language Integrated Learning classes for child Mandarin L2 learners: A longitudinal observational study Sato, Masatoshi; Ballinger, S.; Sato, Masatoshi BookSection (2019)
Instructed second language acquisition and English language teaching: Theory, research, and pedagogy Sato, Masatoshi; Gao, A. BookSection (2019)
Interaction vision intervention to increase second language motivation: A classroom study Sato, Masatoshi; Lara, Pamela BookSection (2019)
Metacognitive instruction for collaborative interaction: The process and product of self-regulated learning in the Chilean EFL context Sato, Masatoshi; Oliver R. BookSection (2019)
Methodological strengths, challenges, and joys of classroom-based quasi-experimental research: Metacognitive instruction and corrective feedback Sato, Masatoshi; DeKeyser, R.; Prieto Botana, G. BookSection (2019)
Towards evidence-based second language pedagogy: Research proposals and pedagogical recommendations Sato, Masatoshi BookSection (2019)
Child ISLA BookSection (2017)
Exploring the potential of pair- and group-work as a pedagogical option Sato, Masatoshi BookSection (2017)
Instructed second language acquisition (ISLA): An overview BookSection (2017)
Oral peer corrective feedback: Multiple theoretical perspectives Sato, Masatoshi; Nassaji, H; Kartchava, E. BookSection (2017)
Interaction or collaboration? The proficiency effect on group work in the foreign language classroom Sato, Masatoshi BookSection (2016)
Understanding peer interaction: Research synthesis and directions Sato, Masatoshi; Ballinger, S. BookSection (2016)
Skill acquisition theory and the role of practice in L2 development Sato, Masatoshi; García Mayo, M. P.; Gutierrez-Mangado, J.; Martínez Adrián, M. BookSection (2013)
Modified output of Japanese EFL learners: Variable effects of interlocutor vs. feedback types Sato, Masatoshi BookSection (2007)


Connecting second language research and pedagogy Sato, Masatoshi BookWhole Special Issue from the Modern Language Journal (2022)
Learner psychology and instructed second language acquisition Sato, Masatoshi BookWhole Special Issue from Language Teaching Research (2021)
Evidence-based second language pedagogy: A collection of instructed second language acquisition studies Sato, Masatoshi BookWhole (2019)
The Routledge Handbook of Instructed Second Language Acquisition Loewen S. BookWhole SCOPUS The Routledge Handbook of Instructed Second Language Acquisition (2017)
Peer interaction and second language learning: Pedagogical potential and research agenda Sato, Masatoshi; Ballinger, Susan BookWhole (2016)


Expectancy violations in diverse English contexts: Exploring the role of intergroup contact Sato, Masatoshi Proyecto (2021)
The institutional basis of subjective wellbeing: Understanding the role of trust in the criminal justice system and ontological security in comparative perspective Sato, Masatoshi Proyecto (2018)
Center for Research on Inclusive Education Sato, Masatoshi Proyecto (2017)


Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention Sato M. Review ISI SCOPUS Modern Language Journal (2013)
Oral corrective feedback in second language classrooms Lyster, R; Saito K.; Sato M. Review ISI SCOPUS Language Teaching (2013)

Masatoshi Sato

Full Professor

Department of English

UNIVERSIDAD ANDRES BELLO

Santiago, Chile

Juan Oyanedel

Professor

Universidad Andres Bello

Santiago, Chile

Masatoshi Sato

Líneas de Investigación

Educación

instructed second language acquisition; peer interaction; corrective feedback; learner psychology; teacher psychology; research-practice link, MCGILL UNIVERSITY. Canada, 2011

instructed second language acquisition; peer interaction; corrective feedback; learner psychology; teacher psychology; research-practice link, MCGILL UNIVERSITY. Canada, 2006

instructed second language acquisition; peer interaction; corrective feedback; learner psychology; teacher psychology; research-practice link, NEW MEXICO STATE UNIVERSITY. Estados Unidos, 2004

instructed second language acquisition; peer interaction; corrective feedback; learner psychology; teacher psychology; research-practice link, KOBE UNIV. Japón, 2004

Experiencia Académica

Assistant Professor Full Time

Visiting Professor Other

Associate Professor Full Time

Adjunct Professor Other

Associate Professor Part Time

Affiliated Professor Other

Full Professor Full Time

Experiencia Profesional

English instructor Full Time

Premios y Distinciones

Paul Pimsleur Award

Article (32)

BookReview (2)

BookSection (23)

BookWhole (5)

Proyecto (3)

Review (2)