Dr. Masatoshi Sato
Masatoshi Sato, Ph.D.

Associate Professor: TESOL

Dr. Masatoshi Sato earned his Ph.D. in Educational Studies, Language Acquisition and a Master of Arts in Second Language Education from McGill University, as well as a Graduate Certificate in TESOL from the University of New Mexico and a Bachelor of Arts in International and Intercultural Communication from Kobe University. In addition to serving as Associate Professor in TESOL at Anaheim University, Dr. Sato is an Associate Professor in the Department of English at Universidad Andrés Bello, Chile. His research interests include peer interaction, corrective feedback, learner psychology, and teacher education. He is interested in ways in which foreign language learners’ grammatical knowledge can be used accurately and fluently during real-world communication. He has published in various international journals, such as International Review of Applied Linguistics, Language Awareness, Language Learning, Language Teaching, The Modern Language Journal, Studies in Second Language Acquisition, and System. He recently co-edited books from John Benjamins (with Susan Ballinger, McGill University: 2016) and Routledge (with Shawn Loewen, Michigan State University: 2017). His new co-edited volume from Routledge will appear in 2018. He is the recipient of the 2014 ACTFL/MLJ Paul Pimsleur Award.

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.). (contracted: in progress). Evidence-based second language pedagogy: A collection of instructed second language acquisition studies. New York: Routledge.
  • Loewen, S., & Sato, M. (Eds.). (2017). The Routledge Handbook of Instructed Second Language Acquisition. New York: Routledge. doi:10.4324/9781315676968
  • Sato, M., & Ballinger, S. (Eds.). (2016). Peer interaction and second language learning: Pedagogical potential and research agenda. Amsterdam: John Benjamins. doi:10.1075/lllt.45

 

Journal Articles

  • Sato, M., & Loewen, S. (under review). Do teachers care about research? Facilitating the pedagogy-research dialogue. 
  • Sato, M., & Storch, N. (under review). Context matters: Learners’ task-based performance and psychology in EFL vs. ESL contexts. 
  • McDonough, K., & Sato, M. (under review). Promoting EFL students’ accuracy and fluency through interactive practice tasks. 
  • Sato, M., & Oyanedel, J.C. (under review). Cognitive dissonance in reflective practice: “I think this is a better way of teaching but...”. 
  • Storch, N., & Sato, M. (under review). Comparing the same task in different L2 learning contexts: An Activity Theory perspective.
  • 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: 2020). First language use during languaging: Different purposes in different contexts. In W. Suzuki & N. Storch (Eds.), Languaging in language learning and teaching: A collection of empirical studies. Amsterdam: John Benjamins.
  • Sato, M. (in progress: 2020). Collaborative strategy training for improving task-based performance and L2 skills in a Chilean secondary school context. In C. Lambert & R. Oliver (Eds.), Using tasks in diverse contexts. Clevedon, UK: Multilingual Matters.
  • Sato, M., & Loewen, S. (in progress: 2019). Towards evidence-based second language pedagogy: Instructed Second Language Acquisition (ISLA) approaches. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of Instructed Second Language Acquisition studies. New York: Routledge.
  • Oliver, R., Sato, M., Ballinger, S., & Pan, L. (submitted: 2019). Content and Language Integrated Learning: Science and Maths as a context for children to learn Mandarin as a second language. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of Instructed Second Language Acquisition studies. New York: Routledge.
  • Sato, M., & Lara, P. (submitted: 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. New York: Routledge.
  • Loewen, S., & Sato, M. (submitted: 2019). Second language acquisition and language teaching. In A. Gao, C. Davison, & C. Leung (Eds.), International Handbook of English Language Teaching. New York: Springer.
  • Sato, M., & Loewen, S. (in press: 2018). Metacognitive instruction and corrective feedback: Methodological strengths, challenges, and joys of classroom-based quasi-experimental research. In R. DeKeyser & G. Prieto Botana (Eds.), Doing SLA research with implications for the classroom: Reconciling methodological demands and pedagogical applicability. Amsterdam: John Benjamins.
  • Sato, M. (2017). Peer and group work. In W. Suzuki (Ed.), SLA research for classroom instruction (英語指導に役立つ第二言語習得研究). (pp. 89-105). Tokyo: 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.