This study examines whether task-modality (speaking vs. speaking+writing) influences first language (L1) use in task-based English as a foreign language (EFL) learner–learner interaction. Research on the topic has shown that different task-modality triggers different learning opportunities with collaborative speaking tasks drawing learners’ attention to meaning and tasks that also incorporate a written component drawing attention more to formal linguistic aspects. Research has also shown that a balanced L1 use might be positive in learner–learner interaction, as it helps learners maintain their interest in the task and acts as a strategy to make difficult tasks more manageable. This article analyses L1 use and the functions it served during the oral interaction of 44 EFL Spanish learners while they completed four collaborative tasks: two speaking tasks (picture placement and picture differences) and two speaking+writing tasks (dictogloss and text editing). Findings point to a clear impact of task-modality on L1 use, as speaking+writing tasks made learners fall back on their L1 more frequently. L1 functions were also task dependent with grammar deliberations more frequent in speaking+writing tasks and vocabulary searches in speaking tasks.

Research has shown that tasks provide second language (L2) learners with many opportunities to learn the L2. Task repetition has been claimed to benefit L2 learning since familiarity with procedure and/or content gives learners the chance to focus on more specific aspects of language. Most research on task repetition has focused on adult populations, but child learners are an under-researched group. The same goes for first language (L1) use during L2 interaction, which has been mainly studied among adult L2 learners whereas little is known about L1 use among child L2 learners interacting while they complete communicative tasks. This study explores to what extent and for which purposes children in an English as a foreign language (EFL) setting use their shared L1 (Spanish). Furthermore it also considers how task repetition (exact vs. procedural task repetition) influences their L1 use. Forty-two EFL learners worked in pairs while they completed a spot-the-difference task twice. Our findings showed a significant decrease in L1 use when learners repeated the task in the two conditions but a minor effect of task repetition on the functions the L1 served.

Research on child English as a second language (ESL) learners has shown the benefits of task-based interaction for the use of different negotiation of meaning (NoM) strategies, which have been claimed to lead to second language learning. However, research on child interaction in foreign language settings is scarce, specifically research on a new prevalent methodology in Europe, content and language integrated learning (CLIL). The present study focuses on mainstream and CLIL English as a foreign language (EFL) learners' oral interaction while they completed a guessing game and a picture placement task. The researchers analysed the oral production of seventy-two 9to 12-year-old children (in age-and proficiency-matched dyads) to examine the conversational strategies that were employed in both tasks. Findings indicated that younger learners negotiated for meaning more, and mainstream learners resorted to more conversational strategies than CLIL learners. Furthermore, task-based differences in the NoM strategies seemed to depend on age and instructional setting. The results seem to indicate that age, instructional setting, and the tasks in which these EFL learners were engaged had an impact on the NoM strategies they employed in task-based interaction.

Research on task repetition in second language (L2) learning has shown the benefits of this practice for subsequent L2 learning. However, as with much L2 research, most studies on task repetition have focused on adults and there is a dearth of research in this area involving young children. This study examines the effect of task repetition on two forms of negative feedback (NF), recasts and negotiation of meaning (NoM) strategies, available to children in an English as a second language (ESL) setting (Australia) and in an English as a foreign language (EFL) setting (Spain). Participants were 7-8 years old and worked in pairs on a spot-the-differences (StD) task at two testing times (time 1 [T1], time [T2]). Differences were reported in the provision and use of NF from T1 to T2, and between the ESL and EFL group: feedback was provided and used significantly more at T2, and especially by the ESL group, but EFL learners made more errors and used different NoM strategies than ESL learners. The results are discussed in light of recent research on task repetition.