Masatoshi Sato
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Masatoshi Satocomputer-science Degrees
Computer Science
#12376
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#13218
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Computational Linguistics
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#3141
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Machine Learning
#5688
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#5766
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Artificial Intelligence
#6138
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#6233
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Computer Science
Masatoshi Sato's Degrees
- PhD Computer Science University of Tokyo
- Masters Computer Science University of Tokyo
- Bachelors Computer Science University of Tokyo
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(Suggest an Edit or Addition)Masatoshi Sato's Published Works
Number of citations in a given year to any of this author's works
Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author
Published Works
- Oral corrective feedback in second language classrooms (2012) (499)
- The Routledge handbook of instructed second language acquisition (2017) (230)
- PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012) (165)
- Peer interaction and second language learning : pedagogical potential and research agenda (2016) (142)
- Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention (2013) (109)
- Interaction and instructed second language acquisition (2018) (106)
- Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets (2018) (91)
- Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective-Social-Cognitive Model (2017) (78)
- Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012) (72)
- Do teachers care about research? The research–pedagogy dialogue (2018) (62)
- Chapter 4. Skill Acquisition Theory and the role of practice in L2 development (2013) (48)
- Evidence-Based Second Language Pedagogy (2019) (42)
- “I think that is a better way to teach but …”: EFL teachers’ conflicting beliefs about grammar teaching (2019) (34)
- Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context (2020) (26)
- Constitution of form-orientation: Contributions of context and explicit knowledge to learning from recasts (2011) (24)
- Exploring the construct of interactional oral fluency: Second Language Acquisition and Language Testing approaches (2014) (22)
- Social Relationships in Conversational Interaction: Comparison of Learner-Learner and Learner-NS Dyads (2007) (22)
- Comparing the Same Task in ESL vs. EFL Learning Contexts: An Activity Theory Perspective (2020) (18)
- Density and complexity of oral production in interaction: The interactionist approach and an alternative (2015) (16)
- Oral per corective fedback: Multiple theoretical perspectives (2017) (14)
- Bilingual competence and bilingual proficiency in child development (2013) (13)
- To Challenge the Unchallenged: Potential of Non-"Standard" Englishes for Japanese EFL Learners (2009) (12)
- Chapter 3. Methodological strengths, challenges, and joys of classroom-based quasi-experimental research (2019) (12)
- Introduction: Combining learner psychology and ISLA research: Intersections in the classroom (2021) (12)
- Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours (2021) (11)
- PRACTICE IS IMPORTANT BUT HOW ABOUT ITS QUALITY? (2019) (10)
- Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset (2020) (10)
- Toward Evidence-Based Second Language Pedagogy (2019) (10)
- Development and Validation of a Diagnostic Grammar Test for Japanese Learners of English (2011) (9)
- Generating a Roadmap for Possible Selves via a Vision Intervention: Alignment of Second Language Motivation and Classroom Behavior (2020) (9)
- Interaction Vision Intervention to Increase Second Language Motivation (2019) (9)
- Instructed Second Language Acquisition (ISLA) (2017) (9)
- Instructed Second Language Acquisition and English Language Teaching: Theory, Research, and Pedagogy (2018) (8)
- Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication (2021) (8)
- The Research–Practice Dialogue in Second Language Learning and Teaching: Past, Present, and Future (2022) (8)
- Perspectives: To challenge the unchallenged: potential of non-"standard" Englishes for Japanese EFL learners (2009) (8)
- Promoting EFL students’ accuracy and fluency through interactive practice activities (2019) (6)
- Understanding peer interaction (2016) (5)
- Teacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Really Demotivate Them? (2022) (4)
- Chapter 2. The role of L1 use by high-proficiency learners in L2 vocabulary development (2020) (4)
- Teacher Beliefs About Second Language Research and Researchers: Different Roles at Research‐Oriented Universities (2022) (4)
- Mindsets and language-related problem-solving behaviors during interaction in the classroom (2021) (2)
- Exploring the relationship between TBLT and ISLA (2021) (2)
- Toward Validity Argument for Test Interpretation and Use Based on Scores of a Diagnostic Grammar Test for Japanese Learners of English (2011) (1)
- Survey data of English teachers' beliefs about second language instruction in Chile (2019) (1)
- Learner attitudes and attention to form in peer interaction: A proposal to replicate Adams et al. (2011) and Philp et al. (2010) (2020) (1)
- Peer Interaction in the Classroom (2021) (0)
- Exploring Textbook Writing as a Site for Efl Teachers’ Professional Learning: A Focus on Teacher Emotions (2023) (0)
- Data of the interaction mindset questionnaire: An initial exploration (2020) (0)
- Exploring linguistic stereotyping of international students at a Canadian university (2022) (0)
- Marrying Collective Wisdom: Researcher-practitioner Collaboration in Developing ELT Textbooks (2023) (0)
- Content and Language Integrated Learning Classes for Child Mandarin L2 Learners (2019) (0)
- Tasks for Children (2021) (0)
- A Bifactor Model of Subjective Well-Being at Personal, Community, and Country Levels: A Case With Three Latin-American Countries (2021) (0)
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Masatoshi Sato is affiliated with the following schools: