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This lesson is part of an intermediate-level freshman English Composition course designed to develop students writing skills using accurate grammatical knowledge based on various reading and listening materials. The students are college freshmen from Japan. The goal of the course is to engage students in writing as a process of expressing and organizing their ideas more creatively and effectively for real-world use. The course covers a wide range of genres in composition using real-life materials including books, magazines, newspapers, videos, and music as stimuli to elicit student writing (Ferris & Hedgcock, 2014). The aim of the lesson is to engage students in the process of reproducing a narrative creatively and making them feel confident with their article use. To facilitate a student-centered class, the lesson is formatted as a flipped class (Tucker, 2012) where students learn information on the topics of in-class activities beforehand and perform hands-on tasks in class. This lesson comes at an earlier stage in the course after students produce several narratives and descriptive essays in the previous lessons. In the lesson, the teacher selects articles (a, an, the, and ) based on students common learning difficulty (Ellis, 2006) as noticed in their writing. Students demonstrate their understanding of the form, meaning, and use of articles by completing a gap-fill exercise in class at the end of the lesson and posting a 100-word comment on YouTube for homework. Target Grammar Point: Articles Articles are very challenging for Japanese students, even for the advanced ones, because the Japanese language has no articles. English distinguishes between singular vs. plural and countable vs. uncountable nouns with the definite (the), indefinite (a/an), and zero () articles, collocating with different forms of nouns (Celce-Murcia & Larsen-

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Freeman, 1999; Cowan, 2008), while Japanese does not distinguish them at all. For example, a book, the book, books, or the books can be translated into one form in Japanese (Storm, 2003). Articles are also used to express definiteness and indefiniteness of nouns in English (Celce-Murcia & Larsen-Freeman, 1999; Cowan, 2008) while, in Japanese, they are either not expressed in forms but recognized by context, or expressed through non-anaphoric or anaphoric use of demonstratives (Johnson, 2008). This lesson fosters students awareness of how articles in English provide information about nouns. Choice of Materials This lesson uses a picture book called Where the Wild Things Are written by Maurice Sendak (1964). The material was chosen to promote students creativity in writing, as the picture book involves unique and exciting pictures with a very imaginative narrative. Using such an authentic material also makes language learning more fun and motivating for students (Tomlinson, 2012). In addition, the text used in the post-task is at the appropriate level for this group of students: Kincaid Grade Level of 8.5 demonstrates suitable readability for intermediate level of students. LexTutor Vocabulary Profiler (http://www.lextutor.ca/) indicates that only 5.95 percent of the lexical tokens in the text are not in the Academic Word List (Appendix G), showing that most of the words in the text are recognizable by students. Task-Based Language Teaching This lesson aims to cultivate students understanding of the form, meaning, and use of articles with a communicative approach based on Task-Based Language Teaching (TBLT). TBLT involves a real-life task in which students use the target language to achieve an outcome with their primary attention on the meaning of language use (Ellis, 2003, 2005; Nassaji & Fotos, 2011; Willis & Willis, 2007). The inductive approach to

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grammar fosters learner autonomy, providing them with the skills necessary beyond the classroom when they work on their own (Carter, Hughes, & McCarthy, 2000). TBLT balances the attention to accuracy, complexity, and fluency of the target language (Ellis, 2003, 2005; Nassaji & Fotos, 2011; Willis & Willis, 2007). For students who have learned English grammar with little emphasis on fluency (Mills & Kennedy, 2013), TBLT is an effective way to develop their awareness of how language works through communication. Before Lesson Before the lesson, students have watched a 4-minute long YouTube video (http://www.youtube.com/watch?v=6cOEFnppm_A) narrating the story of Where the Wild Things Are. This video, an individual listening activity, allows for a multimodal practice that is visual and auditory (Brown, 2007), and accommodates students different learning styles (Purpura, 2014). Pre-task Phase The lesson is comprised of three stages: pre-task, during-task, and post-task. In the pre-task phase, the teacher introduces Where the Wild Things Are. The teacher draws their interest on the material and activates their content and cultural schemata (Ferris & Hedgcock, 2014) by asking them to think what is unique and creative about the story, what are the messages conveyed by the story, and their personal opinions on the story. The schema-activation is done with the whole class to bring students attention quickly on the task and prepare them efficiently for the next task (Richards & Farrell, 2011). Subsequently, the main task of the lesson is introduced with the teachers model of the task.

Component 3: Lesson Plan and Rationale During-task Phase

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Students engage in a joint construction (Ferris & Hedgcock, 2014) of a narrative in groups. It is a collaborative output task in which students discuss what sentences best convey the meaning that they want about the images (Appendix A). This activity pushes students to produce output accurately through negotiation of meaning as they recognize and overcome linguistic difficulties through interaction (Long, 1983; Swain, 2000; Nassaji & Fotos, 2011). This collaborative process of creating sentences allows for collective scaffolding (Donato, 1994) in which students socially interact and guide each other to make meaning and construct new knowledge. Post-task Phase After students complete generating a narrative for Where the Wild Things Are, students engage in a consciousness-raising activity (Ellis, 2002; Fotos, 1994; Rutherford, 1987) and assessments. A consciousness-raising activity allows students to focus on form and be aware of the meaning-focused use of the target form through communicative input (Fotos, 1994). For example, in the lesson, students are asked to identify 1) all the instances of a, an, and the in the text, and 2) recognize patterns associated with them. This procedure is done as a class through negotiated interactions with each other to discuss and reach a consensus. Such a communicative approach to a grammar point promotes improved learner comprehension of the target form (Fotos, 1994; Fotos & Ellis, 1991). To assess their understanding of article use, the teacher provides a gap-fill exercise (Appendix D), which is an effective testing method to assess chosen aspects of language (Alderson, Clapham & Wall, 1995). The exercise is based on the text from Where the Wild Things Are. To ensure that all students do not stumble with some of the off-list words such as mischief, rumpus, and gnash, the teacher scaffolds by providing a

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vocabulary list. After the completion of this task, students integrate their listening skills by listening to the YouTube video narration of the text and self-assess their performance on the exercise. This procedure allows them to evaluate their creative retelling of the story. As an assignment for next class, students are asked to briefly write about their opinions regarding the story in no more than 100 words, and post it on the YouTube page (http://www.youtube.com/watch?v=6cOEFnppm_A) as a comment (Appendix F). This assignment allows students to reflect on what they learned regarding article use, and engages them in a real-life activity of providing an opinion as a member of social community (Duff, 2007).

(word count: 1200 words excluding the headings)

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Lesson Length: 120 minutes (including a 10-minute break) Educational Setting: Intermediate-level freshman English Composition class for undergraduate students in Japan. The class meets twice a week. The course focuses on writing and grammar skills. The course realized a flipped class where students are asked to expose themselves to various topics as homework before every class to engage in handson tasks during class meetings. Learner Background: 15 adult Japanese learners of English who are at the age of 19 and 20. They have learned English throughout middle school and high school, and therefore have basic knowledge of grammar. They have little experience writing in English. Materials: (Make sure that all students or at least one person for each group has a laptop.) Whiteboard (WB), projector, and laptops Google Presentation: https://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7MLoAe Co-yAek1pLVvFk/edit?usp=sharing (All slides in Appendix A) Retelling a Narrative on Your Blog handout (Appendix B) Article Use Table handout (Appendix C) Gap-fill activity worksheet (Appendix D) YouTube video: http://www.youtube.com/watch?v=6cOEFnppm_A (Appendix E) Homework for next class (Appendix F) Terminal Objectives: (Students will be able to) Retell a story of a picture book creatively by working collaboratively with their classmates. Demonstrate their accurate understanding of article use in writing. Enabling Objectives: (Students will be able to ) Recognize the uniqueness and creativeness of the picture book by discussing with classmates. Cultivate their creative writing skills by collaboratively reconstructing the narrative of a picture book based on pictures. Identify different forms of articles in their own texts by attending to head nouns/noun phrases. Infer grammatical patterns with regard to the definite, indefinite, and zero articles by attending to the use and meaning of each form. Complete a gap-fill exercise for articles successfully by referring to the patterns they identified with articles in the lesson. Prior Assignment: Students were asked to watch a YouTube video about a picture book called Where the Wild Things Are (http://www.youtube.com/watch?v=6cOEFnppm_A) in preparation for this lesson.

Component 3: Lesson Plan and Rationale Lesson Outline Time & Activity 5 mins Settling in Procedures

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Materials N/A

Arrange desks in groups of three and have Ss sit. Greet Ss and prepare for lesson. Ask some warm-up questions: how are you doing, what did you do over the weekend, etc.

8-10 mins Pre-task: Explaining and demonstratin g

Laptops Ask if everyone was able to watch the YouTube video, and if anyone had already read the book before. Projector and Have Ss take their PCs out. screen Explain that they will reproduce the narrative together in their own words as a class based on the actual images from the book, using their memory from the YouTube video. Have Ss access the Google Presentation site: https://docs.google.com/presentation/d/1p0ZtkIUl3aw Google Presentation rEJ1y0DSUCwZ7MLoAeCoyAek1pLVvFk/edit?usp=sharingwhile preparing to show (Appendix A) the site on the projector screen. Explain that the first slide with an image is an example, and that each group will be in charge of two images on two slides. (e.g., Group 1 will be in charge of the 2nd and the 3rd slide, Group 2 the 4th and the 5th slide, Group 3 the 6th and the 7th slide, Group 4 the 8th and the 10th slide, and Group 5 the last two slides.) Make sure that each group is aware of which slides theyre in charge of. Handout Distribute Retelling a Narrative on Your Blog handout (Appendix B) (Appendix B). Tell them that they will come up with five sentences in total that describe what is happening in their images following the rules indicated on the handout. Go over the rules on the handout. Model: on the first slide, type out example sentences corresponding to the first image where space is provided below the image (see Appendix A): Ex) Max who is wearing a wolf suit is a wild boy who likes to make mischief. This night, he decides to build a tent in his room with a hammer, nails, a blanket, and towels. Ask Ss to assign themselves each to a role: typist, presenter, and board writer.

Component 3: Lesson Plan and Rationale 18-20 mins During-task 1: Collaborative language production

Aiko Nakamura MA TESOL 8 Laptops Projector and screen Google Presentation (Appendix A) Laptops Projector and screen Google Presentation (Appendix A)

Transition by asking groups to start working on creating the narrative. Once all groups have their narratives ready, ask the presenter in each group to read aloud the narrative to their images, starting from Group 1. Move the slides on the screen accordingly as each group presents.

20-23 mins During-task 2: Negotiation for meaning

Ask all groups to copy paste their sentences on the final slide of the Presentation where it says Lets put the narratives together, next to the corresponding numbers of your images. Once again, ask the presenters to read their sentences, starting from Group 1. Evaluation of story reproduction and creative writing: Ask Ss to discuss in groups the following questions. - Are there any missing pieces of information in the story compared to the original story? - Any parts of the story that you like that were written by other groups? Why? - Which sentences do you think are most creative? - What is one change you would like to make in the narrative? Have groups share their thoughts to class. Allow Ss to take a 10-minute break.

Break (10 mins) 12-15 mins Post-task 1: Consciousnes s-raising and pattern generation

N/A Make sure that Ss are back in their own groups. Definite and Indefinite Articles In groups, ask Ss to highlight in yellow all the instances of a, an, the in their own sentences directly on the Lets put the sentences together page on Google Presentation. Provide an example using the example sentences for the first image (already typed out on the Lets put the sentences together slide) Ex) Max who is wearing a wolf suit is a wild boy who likes to make mischief. This night, he decides to build a tent in his room with a hammer, nails, a blanket, and towels. Make sure that Ss did not miss highlighting any articles. Ask the presenter in each group to read the sentences aloud again while encouraging everyone to pay attention to the highlighted articles and the words following them. Laptops Projector and screen Google Presentation (Appendix A)

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Ask Ss what patterns they can identify concerning the positions of a, an or the in the sentences. Write out the rules on the WB as Ss identify patterns. Make sure they recognize that: -articles always occur before noun phrases -a and an do not precede plural countable nouns -the can precede singular, plural countable nouns and uncountable nouns Draw Ss attention to the same nouns collocating with different articles in the text (e.g., a boy, the boy). Ask them why different articles precede the same nouns. In what cases, does this happen? Allow Ss to make inferences based on the text that they generated themselves. Teach/confirm that: -when a noun is in the second-mention, the is usually required before them. -when a noun refers to something specifically identifiable, the is used. -when a noun refers to something identifiable in general, a/an is used with singular countable nouns. 10-12 mins Post-task 2: Promote noticing and Pattern generation Zero Articles Now ask Ss to underline all the instances of noun phrases in the respective sentences. Provide an example using the example sentences again. Ex) Max who is wearing a wolf suit is a wild boy who likes to make mischief. This night, he decides to build a tent in his room with a hammer, nails, a blanket, and towels. Allow Ss to notice that some nouns are preceded by articles but some are not. For example, mischief and towels in the example sentence. Teach them that we can call those instances having zero articles (). Write the symbol on the WB. Ask Ss if they can notice any patterns with zero articles. Write out the rules on the WB as Ss identify them. Make sure Ss recognize that: -zero articles always precede proper nouns such as Max. -zero articles can precede plural nouns but not singular nouns. -zero articles precede uncountable nouns. -when the zero article precedes a noun, the noun refers to something identifiable in general Distribute Article Use Table (Appendix C)

Whiteboard

Laptops Projector and screen Google Presentation (Appendix A)

Whiteboard

Article Use Table (Appendix C)

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Have Ss place checkmarks on the table individually based on the rules that they just came up with. Go over the table and make sure that everyone has checkmarks in appropriate boxes as well as an example word that corresponds with each article. Informal Assessment Pick a random noun phrase in the text by pointing at it (or highlighting) and ask Ss why the noun phrase is preceded by the particular article. Repeat the exercise for a couple of times with different noun phrases to check if Ss have fully grasped the patterns. 15-20 mins Post-task 3: Assessment Transition by telling Ss that now they will look at the original story of Where the Wild Things Are, and that they will try to locate correct articles in the text. Also tell Ss to see how much they were able to retell the story creatively and expressively as they work on the exercise. Provide Ss with the gap-fill exercise sheet (Appendix D). Before asking Ss to get started on the activity, go over the vocabulary list at the bottom, and make sure they are aware of the meanings of difficult (off-list) words. Have Ss work individually on the exercise using the Article Use Table (Appendix C). Ask Ss to compare their answers with the group. Play the YouTube video Ss watched for homework, to have Ss check their answers. Review correct answers as a class. Invite Ss to ask questions regarding the answers. Provide any necessary explanations. Distribute homework (Appendix F). Explain directions and allow for questions. Gap-fill Exercise Sheet (Appendix D)

YouTube Video (Appendix E)

5 mins Closing/ Homework

Homework (Appendix F)

Contingency Plan In case students cannot access the Google Presentation on the Internet, prepare printouts of the Google Presentation slides (Appendix A). Adjust instructions accordingly to carry out during-task and post-task activities manually on the printouts.

Component 3: Lesson Plan and Rationale Appendix A Google Presentation

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Images from: Sendak, M. (1964). Where the wild things are. USA: Harper Collins Publishers.

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Appendix B Retelling a Narrative on Your Blog Handout

Retelling a Narrative on Your Blog

Materials: Laptops Google Presentation: (https://docs.google.com/presentation/d/1p0ZtkIUl3awrEJ1y0DSUCwZ7M LoAeCo-yAek1pLVvFk/edit?usp=sharing) Task: You have just read a picture book called Where the Wild Things Are written by Maurice Sendak (1964). Pretend that you have your own blog. Share the story with others on the blog by retelling the construct in your own words. Directions: In groups, you will collaboratively and creatively reconstruct the narrative based on the images pasted on a Google Presentation. The images are extracted directly from the picture book. Each group is assigned two images on separate slides. You will come up with 5 sentences in total that describe the story conveyed by the two images. Once the sentences are complete, type them under the image that the sentences correspond with. Narratives from each group will be compiled at the end to complete the whole story. Make sure that all the rules listed below in the checklist are marked as you construct your narrative. Rules for Constructing Your Narrative There are at least 5 sentences in total for two images. Each sentence has at least 15 words. The sentences flow well as part of a narrative. The sentences describe the images well so that the readers can visualize the scene without having the images at hand. The character names are consistent. *Make sure to use Max for the boys name, and wild things to refer to the monsters

Your narrative is creative and enjoyable!

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Appendix C Article Use Table Handout

Article Use Table Directions: Complete the table below. Place a checkmark () in the column next to each article if it can be used before the noun at the top of the column. Provide an example of a noun in each box that you place a checkmark (e.g., a singular countable noun = a hammer).

Articles

A singular countable noun, e.g. a hammer

A plural countable noun, e.g. towels

An uncountable noun, e.g. mischief

A proper noun, e.g. Max

a/an

the

(zero)

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Answer Sheet for Teacher

Make sure that students have written down appropriate words in each box that has a checkmark. Example answers are written in the table.

Articles

A singular countable noun, e.g. a hammer

A plural countable noun, e.g. towels

An uncountable noun, e.g. mischief

A proper noun, e.g. Max

a/an

a boat

the

the room

The wild things

the furniture

(zero)

trees

water

Max

Component 3: Lesson Plan and Rationale Appendix D Gap-fill Exercise

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Where the Wild Things Are Directions: Fill in the blanks with appropriate articles (a, an, the or ). You may refer to the Article Use Table handout to determine your choice.
The night Max wore his wolf suit and made mischief of one kind and another. His mother called him WILD THING! and Max said ILL EAT YOU UP! So he was sent to bed without eating anything. That very night in Maxs room forest grew and grewand grew until his ceiling hung with vines and walls became the world all around and ocean tumbled by with private boat for Max and he sailed off through night and day and in and out of weeks and almost over year to where wild things are. And when he came to place where wild things are, they roared their terrible roars and gnashed their terrible teeth and rolled their terrible eyes and showed their terrible claws till Max said BE STILL! and tamed them with magic trick of staring into all their yellow eyes without blinking once and they were frightened and called him most wild thing of all and made him king of all wild things. And now, cried Max, let wild rumpus start! Now stop! Max said and sent wild things off to bed without their supper. And Max king of all wild things was lonely and wanted to be where someone loved him best of all. Then all around from far away across world he smelled good things to eat so he gave up being king of where wild things are. But wild things cried, Oh please dont gowell eat you upwe love you so! And Max said, No! wild things roared their terrible roars and gnashed their terrible teeth and rolled their terrible eyes and showed their terrible claws but Max stepped into his private boat and waved good-bye and sailed back over year and in and out of weeks and through day and into night of his very own room where he found his supper waiting for him and it was still hot.
Vocabulary mischief: bad behavior vines: a climbing plant that grows long, attaching themselves to other plants or buildings tumble: to fall in a sudden uncontrolled way gnash: to grind the teeth together claw: a sharp carved nail on an animal stare: to look at someone or something for a long time blink: to close and open your eyes quickly rumpus: a noisy disturbance

Component 3: Lesson Plan and Rationale ceiling: the upper surface of the room

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Answer Sheet for Teacher

The night Max wore his wolf suit and made mischief of one kind and another. His mother called him WILD THING! and Max said ILL EAT YOU UP! So he was sent to bed without eating anything. That very night in Maxs room a forest grew and grewand grew until his ceiling hung with vines and the walls became the world all around and an ocean tumbled by with a private boat for Max and he sailed off through night and day and in and out of weeks and almost over a year to where the wild things are. And when he came to the place where the wild things are, they roared their terrible roars and gnashed their terrible teeth and rolled their terrible eyes and showed their terrible claws till Max said BE STILL! and tamed them with the magic trick of staring into all their yellow eyes without blinking once and they were frightened and called him the most wild thing of all and made him king of all wild things. And now, cried Max, let the wild rumpus start! Now stop! Max said and sent the wild things off to bed without their supper. And Max the king of all wild things was lonely and wanted to be where someone loved him best of all. Then all around from far away across the world he smelled good things to eat so he gave up being king of where the wild things are. But wild things cried, Oh please dont gowell eat you upwe love you so! And Max said, No! The wild things roared their terrible roars and gnashed their terrible teeth and rolled their terrible eyes and showed their terrible claws but Max stepped into his private boat and waved good-bye and sailed back over a year and in and out of weeks and through a day and into the night of his very own room where he found his supper waiting for him and it was still hot.

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Appendix E YouTube Video of Where the Wild Things Are http://www.youtube.com/watch?v=6cOEFnppm_A

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Appendix F Homework for Next Class

Comment on YouTube Video!

Due: (next class) Directions: Now that you are an expert of Where the Wild Things Are, lets post a comment in about 100 words regarding your opinion on the story. You may also direct your comment to the author of the video indicating what you thought about the video itself. (You might get a response from him directly!) Here are the steps: 1. Access the link to the YouTube video for Where the Wild Things Are that you watched for homework. Make sure that you have a YouTube account (or Google account because it is connected with YouTube), and check that you are able to post a comment under the video where it says, Share your thoughts. Draft your comment on a separate sheet of paper or a word document. Review the Article Use Sheet to make sure that you have used articles accurately. Copy and paste your comment in the comment box on YouTube, and click on Post!
The link to the video: http://www.youtube.com/watch?v=6cOEFnppm_A

2.

3.

4.

Component 3: Lesson Plan and Rationale Appendix G

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Component 3: Lesson Plan and Rationale References

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Alderson, J. Clapham, C. Wall, D. (1995). Language test construction and evaluation. Cambridge: Cambridge University Press. Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. NY: Pearson Education, Inc. Carter, R., Hughes, R., & McCarthy, M. (2000). Exploring grammar in context: Grammar reference and practice upper-intermediate and advanced. Cambridge, UK: Cambridge University Press. Celce-Murcia, M. & Larsen-Freeman, D. (1999). The Grammar Book: An ESL/EFL teachers course. Boston, MA: Heinle Cengage Learning. Cowan, R. (2008). The teachers grammar of English: A course book and reference guide. New York, NY: Cambridge University Press. Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian perspectives to second language research (pp. 33-56). Norwood, NJ: Ablex. Duff, A. P. (2007). Second language socialization as sociocultural theory: Insights and issues. Language Teaching, 40, 309-319. doi:10.1017/S0261444807004508 Ellis, R. (2002). Grammar teaching practice or consciousness-raising? In J. C.Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 167-74). Cambridge: Cambridge University Press. Ellis, R. (2003). Task-based language teaching and learning. Oxford, UK: Oxford University Press. Ellis, R. (2005). Instructed language learning and task-based teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 713-728). Mahwah, NJ: Lawrence Erlbaum Associates.

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Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40, 83-107. Ferris, D., & Hedgcock, J. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). New York, NY: Routledge. Fotos, S. (1994). Integrating grammar instruction and communicative language use through grammar consciousness-raising tasks. TESOL Quarterly, 28(2), 323351. Fotos, S. & Ellis, R. (1991). Communicating about grammar: A task-based approach. TESOL Quarterly, 25(4) pp. 605-628 Johnson, Y. (2008). Fundamentals of Japanese grammar: Comprehensive acquisition. Honolulu: University of Hawaii Press. Kelin, J. (Producer). (2007). Where the Wild Things Are [Video]. Retrieved from http://www.youtube.com/watch?v=6cOEFnppm_A Long, M. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126-141. Mills, D., & Kennedy, O. (2013). Frozen by fear: Can digital scaffolding help students start writing? The JALT CALL Journal, 9, 317-328. Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. New York, NY: Routledge. Purpura, J. E. (2014). Language learner strategies and styles. In M. Celce-Murcia, D. Brinton, & M.A. Snow (Eds.), Teaching English as a second or foreign language (pp. 532-549). Boston: National Geographic Learning. Richards, J., & Farrel, T. (2011). Practice teaching: A reflective approach. New York, NY: Cambridge University Press.

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Rutherford, W. (1987). Second language grammar: Learning and teaching. London, UK: Longman. Sendak, M. (1964). Where the wild things are. USA: Harper Collins Publishers. Storm, H. (2003). A handbook of Japanese grammar. Muenchen: Lincom Handbooks in Linguistics. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning. Oxford University Press. Tucker, B. (2012). The flipped classroom, Education Next, 12(1), 8284. Willis, D. & Willis, J. (2007). Doing task-based teaching. New York: Oxford University Press.