Focused Encounters as a Tool for Exploring Interaction in Second Language Learning and Teaching

Stock image of classroom interaction (Pexels)

This is a published OASIS Summary of the Original Paper: Beyond learning opportunities: Focused encounters in a socio-cognitive approach to second language acquisition and teaching (doi: https://doi.org/10.1515/iral-2023-0118).

Overview: Effective use of a language in real-life situations is one of the challenges faced by many second language learners.

The present study examined how Japanese learners of English can interact and improve their speaking skills – through these interactions – only based on their varying levels of experience and proficiency. The conversations were carried out with native English speakers throughout a whole semester, at the end of which inexperienced learners improved a lot in their speaking skills, grammar accuracy, and vocabulary use. Likewise, learners with good experiences improved in pronunciation.

Citation: Achodo, David. “Focused Encounters as a Tool for Exploring Interaction in Second Language Learning and Teaching.”OASIS Summary of Atkinson, D., Burhan-Horasanlı, E., Sagre Barboza, A., Mejía-Laguna, J. A., Oguilve, V., & Ribeiro, A. D. C.(2023). International Review of Applied Linguistics, 2025. https://www.oasis-database.org/details/wd5jqxkdm. (PDF) Focused Encounters as a Tool for Exploring Interaction in Second Language Learning and Teaching. Available from: https://www.researchgate.net/publication/398274622_Focused_Encounters_as_a_Tool_for_Exploring_Interaction_in_Second_Language_Learning_and_Teaching [accessed Mar 25 2026].