Active participation in interaction matters for second language developmental outcomes¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 1999 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Learners' developmental outcomes depended on actively participating in the interaction, not merely being exposed to it. → Alison Mackey 1999
Evidence¶
Alison Mackey 1999¶
Alison Mackey. (1999). INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT: An Empirical Study of Question Formation in ESL. Studies in Second Language Acquisition, 21(4). https://doi.org/10.1017/S0272263199004027
q3 · i? · causal · r1
Findings from the same pretest-posttest experiment (N = 34) comparing developmental outcomes across interaction conditions. The article states the results "highlight the importance of active participation in the interaction"; no effect size is printed.
"Research questions focused on thedevelopmental outcomes of taking part in various types of interaction. Active participation ininteraction and the developmental level of the learner were considered. Results of this studysupport claims concerning a link between interaction and grammatical development andhighlight the importance of active participation in the interaction."
Discussion¶
Related Claims¶
- Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — the general claim this finding bears on, with the studies behind it
- Constructive learning beats active and passive learning — a broader claim this one bears on
- The learner's developmental level conditions the outcomes of interactional input — related
- Conversational interaction facilitates second language grammatical development in adult ESL learners — related
- Peer Discussion Improves Conceptual Understanding — a broader claim this one bears on
- Small-group learning improves undergraduate STEM achievement — a broader claim this one bears on
- Merely viewing an AI-generated writing example improved writing skill as much as actively practicing with the AI tool, with benefits persisting one day later — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
active-participation-in-interaction-drives-development |
title |
Active participation in interaction matters for second language developmental outcomes |
description |
Active participation in interaction matters for second language developmental outcomes |
status |
review |
evidence_strength |
moderate |
newest_evidence |
1999 |
generated |
by process:wiki-ingest on 2026-10-14 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — alison-mackey-1999 |
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