As a second language researcher, educator, and learner, I am very excited to share my experience and knowledge with you! I hope that we together discover how we can transfer research findings to actual classrooms so that second language research becomes more meaningful and useful for teachers!

Books

• Loewen, S., & Sato, M. (Eds.). (commissioned: in progress). Introduction to Instructed Second Language Acquisition. Cambridge: Cambridge University Press.

Edited Books

• Sato, M., & Loewen, S. (Eds.). (2022: in progress). Connecting research and pedagogy: The first step [special issue]. The Modern Language Journal.
• Sato, M., & Csizér, K. (Eds.). (forthcoming: 2021). Learner psychology and instructed second language acquisition [special issue]. Language Teaching Research.
• Sato, M., & Loewen, S. (Eds.). (2019). Evidence-based second language pedagogy: A collection of instructed second language acquisition studies. New York, NY: Routledge.
• Loewen, S., & Sato, M. (Eds.). (2017). The Routledge Handbook of Instructed Second Language Acquisition. New York, NY: Routledge.
• Sato, M., & Ballinger, S. (Eds.). (2016). Peer interaction and second language learning: Pedagogical potential and research agenda. Amsterdam, The Netherlands: John Benjamins.

Journal Articles

• Sato, M. (in progress). Mindsets and language-related problem-solving behaviors during interaction. Innovation in Language Learning and Teaching.
• Oyanedel, J.C., & Sato, M. (under review). Subjective Well Being at community and country levels: An exploratory analysis in three Latin-American countries. Frontiers in Psychology.
• Sato, M., & Csizér, K. (under review). Learner psychology and instructed second language acquisition: Intersections in the second language classroom. Language Teaching Research.
• Dao, P., & Sato, M. (under review). Exploring the relationship between learners’ emotional engagement and their interactional behaviours: A dynamic perspective. Language Teaching Research.
• Sato, M., & Dussuel Lam, C. (under review). Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication. Language Teaching Research.
• Sato, M. (under review). Learner attitudes and attention to form in peer interaction: A proposal to replicate Adams et al. (2011) and Philp et al. (2010). Language Teaching.
• Sato, M., McDonough, K., & Oyanedel, J.C. (2020). Data of the interaction mindset questionnaire: An initial exploration. Data in Brief, 31, 106000.
• Sato, M. (2020). Generating a roadmap for possible selves via a vision intervention: Alignment of L2 motivation and classroom behavior. TESOL Quarterly.
• Sato, M., & McDonough, K. (2020). Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset. System.
• Sato, M., & Storch, N. (2020). Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context. Language Teaching Research.
• Sato, M., & Oyanedel, J.C. (2019). “I think that is a better way to teach but…”: EFL teachers’ conflicting beliefs about grammar teaching. System, 84, 110–122.
• McDonough, K., & Sato, M. (2019). Promoting EFL students’ accuracy and fluency through interactive practice tasks. Studies in Second Language Learning and Teaching, 9(2), 379–395.
• Sato, M., & Oyanedel, J.C. (2019). Survey data of English teachers’ beliefs about second language instruction in Chile. Data in Brief, 27, 104702.
• Storch, N., & Sato, M. (2019). Comparing the same task in different L2 learning contexts: An Activity Theory perspective. International Journal of Applied Linguistics, 30(1), 50–69.
• Sato, M., & McDonough, K. (2019). Practice is important but how about its quality? Contextualized practice in the classroom. Studies in Second Language Acquisition, 41(5), 999–1026.
• Sato, M., & Loewen, S. (2018). Metacognitive instruction enhances the effectiveness of corrective feedback: Variable effects of feedback types and linguistic targets. Language Learning. doi:10.1111/lang.12283
• Loewen, S., & Sato, M. (2018). State-of-the-arts article: Interaction and instructed second language acquisition. Language Teaching, 51(3), 285–329.
• Sato, M. (2016). Interaction mindsets, interactional behaviors, and L2 development: An affective-social-cognitive model. Language Learning, 67(2), 249-283. doi:10.1111/lang.12214
• Sato, M. (2015). Density and complexity of oral production in interaction: The interactionist approach and an alternative. International Review of Applied Linguistics in Language Teaching, 53(3), 307-329. doi:10.1515/iral-2015-0016
• Sato, M. (2014). Exploring the construct of interactional oral fluency: Second Language Acquisition and Language Testing approaches. System, 45, 79-91. doi:10.1016/j.system.2014.05.004
• Sato, M. (2013). Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. The Modern Language Journal, 97(3), 611-633. doi:10.1111/j.1540-4781.2013.12035.x [ACTFL-NFMLTA/MLJ Paul Pimsleur Award for Research in Foreign Language Education]
• Lyster, R., Saito, K., & Sato, M. (2013). State-of-the-Art Article: Oral corrective feedback in second language classrooms. Language Teaching 46(1), 1-40. doi:10.1017/S0261444812000365
• Sato, M., & Lyster, R. (2012). Peer interaction and corrective feedback for accuracy and fluency development: Monitoring, practice, and proceduralization. Studies in Second Language Acquisition 34(4), 591-626. doi:10.1017/S0272263112000356
• Sato, M., & Ballinger, S. (2012). Raising language awareness in peer interaction: A cross- context, cross-method examination. Language Awareness 21(1-2), 157-179. doi:10.1080/09658416.2011.639884
• Sato, M. (2011). Constitution of form-orientation: Contributions of contexts and explicit knowledge to learning from recasts. Canadian Journal of Applied Linguistics 14(1), 1- 28.
• Sato, M. (2010). Maximizing the potential of peer activities in English classes: Strategy training and language development. JALT LLL SIG (Lifelong Language Learning Special Interest Group) Newsletter, 6(2).
• Miyagi, K., Sato, M., & Crump, A. (2009). To challenge the unchallenged: Potential of non- native Englishes in EFL classrooms. JALT Journal, 31(2), 261-273.
• Sato, M. (2007). Social relationships in conversational interaction: Comparison of learner- learner and learner-NS dyads. JALT Journal, 29(2), 183-208.

Book Chapters

• Sato, M. (in progress). Mixed-methods research in instructed second language acquisition. In L. Gurzynski-Weiss & Y. Kim (Eds.), Instructed second language acquisition research methods. Amsterdam, The Netherlands: John Benjamins.
• Sato, M. (in progress). Instructed second language acquisition. In B. Spolsky & F. M. Hult (Eds.), The handbook of educational linguistics. New York, NY: John Wiley & Sons.
• Sato, M. (under review). Metacognition and metacognitive instruction. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge handbook of second language acquisition and individual differences. New York, NY: Routledge.
• Oliver, R., & Sato, M. (accepted). Tasks for children: Using mainstream content to learn a language. In M.J. Ahmadian & M. Long (Eds.), The Cambridge handbook of task-based language teaching. Cambridge, UK: Cambridge University Press.
• Sato, M. (2020). Research questions for peer interaction research. In H. Mohobbi & C. Coombe (Eds.), Research questions in language education and applied linguistics. New York, NY: Springer.
• Sato, M., & Angulo, I. (2020). The role of L1 use by high-proficiency learners in L2 vocabulary development: A quasi-experimental study of L1 languaging. In W. Suzuki & N. Storch (Eds.), Languaging in language learning and teaching: A collection of empirical studies (pp. 41–66). Amsterdam, The Netherlands: John Benjamins.
• Sato, M. (2020). Metacognitive instruction for collaborative interaction: The process and product of self-regulated learning in the Chilean EFL context. In C. Lambert & R. Oliver (Eds.), Using tasks in second language teaching: Practice in diverse contexts. (pp. 215–236). Clevedon, UK: Multilingual Matters.
• Sato, M., & Loewen, S. (2019). Towards evidence-based second language pedagogy: Research proposals and pedagogical recommendations. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of Instructed Second Language Acquisition sSudies (pp. 1–24). New York, NY: Routledge.
• Oliver, R., Sato, M., Ballinger, S., & Pan, L. (2019). Content and Language Integrated Learning classes for child Mandarin L2 learners: A longitudinal observational study. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of Instructed Second Language Acquisition studies (pp. 81–102). New York, NY: Routledge.
• Sato, M., & Lara, P. (2019). Interaction vision intervention to increase second language motivation: A classroom study. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of Instructed Second Language Acquisition studies (pp. 287–313). New York, NY: Routledge.
• Sato, M., & Loewen, S. (2019). Methodological strengths, challenges, and joys of classroom-based quasi-experimental research: Metacognitive instruction and corrective feedback. In R. DeKeyser & G. Prieto Botana (Eds.), Doing SLA research with implications for the classroom: Reconciling methodological demands and pedagogical applicability (pp. 31–54). Amsterdam, The Netherlands: John Benjamins.
• Loewen, S., & Sato, M. (2019). Instructed second language acquisition and English language teaching: Theory, research, and pedagogy. In A. Gao (Ed.), Second Handbook of English Language Teaching (pp. 1–19). New York, NY: Springer.
• Sato, M. (2017). Exploring the potential of pair- and group-work as a pedagogical option (ペアー・グループワークの潜在力を引き出そう). In W. Suzuki (Ed.), Teaching English from a second language acquisition perspective (第二言語習得研究に基づく英語指導). (pp. 89–105). Tokyo, Japan: Taishukan.
• Sato, M. (2017). Oral peer corrective feedback: Multiple theoretical perspectives. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. 19-34). New York: Routledge. doi:10.4324/9781315621432
• Loewen, S., & Sato, M. (2017). Instructed second language acquisition (ISLA): An overview. In S. Loewen & M. Sato (Eds.), The Routledge Handbook of Instructed Second Language Acquisition (pp. 1-12). New York: Routledge. doi:10.4324/9781315676968
• Oliver, R., Nguyen, B., & Sato, M. (2017). Child ISLA. In S. Loewen & M. Sato (Eds.), The Routledge Handbook of Instructed Second Language Acquisition (pp. 468-487). New York: Routledge. doi:10.4324/9781315676968
• Sato, M., & Ballinger, S. (2016). Understanding peer interaction: Research synthesis and directions. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 1-30). Amsterdam: John Benjamins. doi:10.1075/lllt.45.01int
• Sato, M., & Viveros, P. (2016). Interaction or collaboration? The proficiency effect on group work in the foreign language classroom. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 91-112). Amsterdam: John Benjamins. doi:10.1075/lllt.45.04sat
• Lyster, R., & Sato, M. (2013). Skill acquisition theory and the role of practice in L2 development. In M.P. García Mayo, J. Gutierrez-Mangado, & M. Martínez Adrián (Eds.), Contemporary approaches to second language acquisition (pp. 71-92). Amsterdam: John Benjamins. doi:10.1075/aals.9.07ch4 [The 2014 Book Award from the Spanish Association of Applied Linguistics]
• Sato, M., & Lyster, R. (2007). Modified output of Japanese EFL learners: Variable effects of interlocutor vs. feedback types. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp.123-142). Oxford: Oxford University Press.