Associate Professor: TESOL

Dr. Masatoshi Sato is a TESOL Associate Professor in the Anaheim University Graduate School of Education. Dr.  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 a 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.). (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.