I was born and raised in Osaka, Japan, and obtained a BA in Cross-Cultural Studies from Kobe University in 2004. During my undergraduate studies, I completed a MA certificate in TESOL at University of New Mexico, USA, with the ambassadorial scholarship from the Rotary Foundation. I then moved to Montreal, Canada, where I completed a MA degree in Second Language Education (2004-2006, in 1.5 years) and a PhD degree in Educational Studies (2008-2011, in 3 years), both at McGill University. 

​​Since 2012, I have been teaching at the Department of English at Universidad Andres Bello, Chile, where I train pre-service and in-service second language teachers. I hold Affiliated Professor positions at Michigan State University (USA), Curtin University (Australia), Anaheim University (USA), and Shanghai International Studies University (China). 
I received the 2014 ACTFL/MLJ Paul Pimsleur Award and currently the Editor of the international journal Language Awareness (Taylor & Francis). I am also Co-Director of TESOLgraphics whose aim is to facilitate communication between researchers and practitioners related to second language teaching. Recently, I founded MonISLA (Montreal Institute of Second Language Acquisition) with Gabriel Michaud (University of Montreal). We try to collect Montreal-based researchers’ knowledge, experience, and skills so as to facilitate collaborative and cutting-edge research.
 
Throughout my career, I’ve taught a second language (English and Japanese), including as a full-time teacher in Japan for three years and as the father of three in Montreal (we are a trilingual family). My research interest includes instructed second language acquisition, peer interaction, metacognition, corrective feedback, learner psychology, teacher beliefs, race and accent, and the research-practice relationship. My overarching research agenda is to conduct theoretical and applied research in order to facilitate the dialogue between practitioners and researchers.​
PUBLICATIONS
Below is a list of my peer-reviewed publications. You can find citation statistics in my Google Scholar and ResearchGate profiles.

Book
  • Loewen, S., & Sato, M. (2024). A practical guide to second language learning and teaching. Cambridge, UK: Cambridge University Press.

Edited Volumes
  • Rogers, J., & Sato, M. (2024: in progress). Quasi-experimental research in second language acquisition: A practical guide. Routledge.
  • Sato, M., & Chapelle, C. (Eds.). (2023: in progress). Associate Editor (Instructed Second Language Acquisition) of the Encyclopedia of Applied Linguistics edited by C. Chapelle. John Wiley & Sons.
  • Sato, M., & Loewen, S. (Eds.). (2022). Connecting second language research and pedagogy: Observations and interventions [special issue]. The Modern Language Journal, 106(3), 507–654.
  • Sato, M., & Csizér, K. (Eds.). (2021). Learner psychology and instructed second language acquisition [special issue]. Language Teaching Research, 25(6), 839–994.
  • Sato, M., & Loewen, S. (Eds.). (2019). Evidence-based second language pedagogy: A collection of instructed second language acquisition studies.  Routledge. https://doi.org/10.4324/9781351190558
  • Loewen, S., & Sato, M. (Eds.). (2017). The Routledge Handbook of Instructed Second Language Acquisition. Routledge. https://doi.org/10.4324/9781315676968
  • Sato, M., & Ballinger, S. (Eds.). (2016). Peer interaction and second language learning: Pedagogical potential and research agenda. John Benjamins. https://doi.org/10.1075/lllt.45

Journal Articles
  • Sato, M. (2023). Navigating the research-practice relationship: Professional goals and constraints. Language Teaching.
  • Abdi Tabari, M., Sato, M., & Wang, Y. (2023). Engagement with written corrective feedback: Examination of feedback types and think-aloud protocol as pedagogical interventions. Language Teaching Research.
    https://doi.org/10.1177/13621688231202574
  • Sato, M. (2023). Metacognition and data-driven learning. TESOL Quarterly. https://doi.org/10.1002/tesq.3271
  • Shu, D., Yang, S., & Sato, M. (2023). Cultivating a new ELT ecosystem: A focus on researchers in a textbook development project. The Modern Language Journal. https://doi.org/10.1111/modl.12847
  • Shu, D., Yang, S., & Sato, M. (2023). Marrying collective wisdom: Researcher-practitioner collaboration in developing ELT textbooks. Applied Linguistics. https://doi.org/10.1093/applin/amac074
  • McDonough, K., Trofimovich, P., Tekin, O., & Sato, M. (2022). Exploring linguistic stereotyping of international students at a Canadian university. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2115049
  • Sato, M., & Loewen, S. (2022). The research-practice dialogue in second language learning and teaching: Past, present, and future. The Modern Language Journal, 106(3), 509–527. https://doi.org/10.1111/modl.12791
  • Sippel, L., & Sato, M. (2022). Teacher beliefs about second language research and researchers: Different roles at research-oriented universities. The Modern Language Journal, 106(3), 583–598. https://doi.org/10.1111/modl.12797
  • Sato, M., Fernández Castillo, F., & Oyanedel, J. C. (2022). Teacher motivation and burnout of EFL teachers: Do demotivators really demotivate them? Frontiers in Psychology, 13:891452. https://doi.org/10.3389/fpsyg.2022.891452 
  • Sato, M., Loewen, S., & Pastushenkov, D. (2022). ‘Who is my research for?’: Researcher perceptions of the research-practice relationship. Applied Linguistics, 43(4), 625–652. https://doi.org/10.1093/applin/amab079
  • Dao, P., & Sato, M. (2021). Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours. Language Teaching Research, 25(6), 972–994. https://doi.org/10.1177/13621688211044238
  • Torres-Vallejos, J., Juarros-Basterretxea, J., Oyanedel, J. C., & Sato, M. (2021). A bifactor model of subjective well-being at personal, community, and country levels: A case with three Latin-American countries. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.641641
  • Sato, M., & Csizér, K. (2021). Combining learner psychology and ISLA research: Intersections in the classroom. Language Teaching Research, 25(6), 839–855. https://doi.org/10.1177/13621688211044237
  • Loewen, S., & Sato, M. (2021). Exploring the relationship between TBLT and ISLA. TASK, 1(1), 47–70. https://doi.org/10.1075/task.00003.loe
  • Sato, M., & Dussuel Lam, C. (2021). Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication. Language Teaching Research, 25(6), 899–921. https://doi.org/10.1177/13621688211004639
  • Sato, M. (2021). Mindsets and language-related problem-solving behaviors during interaction in the classroom. Innovation in Language Learning and Teaching, 16(3), 265–276. https://doi.org/10.1080/17501229.2021.1895803
  • Sato, M. (2020). Learner attitudes and attention to form in peer interaction: A proposal to replicate Adams et al. (2011) and Philp et al. (2010). Language Teaching. 55(3), 407–416. https://doi.org/10.1017/S0261444820000610
  • Sato, M., McDonough, K., & Oyanedel, J.C. (2020). Data of the interaction mindset questionnaire: An initial exploration. Data in Brief, 31, 106000. https://doi.org/10.1016/j.dib.2020.106000
  • Sato, M. (2020). Generating a roadmap for possible selves via a vision intervention: Alignment of L2 motivation and classroom behavior. TESOL Quarterly, 55(2), 427–457. https://doi.org/10.1002/tesq.611
  • Sato, M., & McDonough, K. (2020). Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset. System. https://doi.org/10.1016/j.system.2020.102301
  • Sato, M., & Storch, N. (2020). Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context. Language Teaching Research, 26(5), 919–942. https://doi.org/10.1177/1362168820923582
  • 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. https://doi.org/10.1016/j.system.2019.06.005
  • 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. http://dx.doi.org/10.14746/ssllt.2019.9.2.6
  • Sato, M., & Oyanedel, J. C. (2019). Survey data of English teachers’ beliefs about second language instruction in Chile. Data in Brief, 27, 104702. https://doi.org/10.1016/j.dib.2019.104702
  • Storch, N., & Sato, M. (2020). Comparing the same task in different L2 learning contexts: An Activity Theory perspective. International Journal of Applied Linguistics, 30(1), 50–69. https://doi.org/10.1111/ijal.12263
  • 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. https://doi.org/10.1017/S0272263119000159  
  • Sato, M., & Loewen, S. (2019). Do teachers care about research? The research-pedagogy dialogue. ELT Journal, 73(1), 1–10. https://doi.org/10.1093/elt/ccy048  
  • Sato, M., & Loewen, S. (2018). Metacognitive instruction enhances the effectiveness of corrective feedback: Variable effects of feedback types and linguistic targets. Language Learning, 68(2), 507–545. https://doi.org/10.1111/lang.12283
  • Loewen, S., & Sato, M. (2018). State-of-the-Art Article: Interaction and instructed second language acquisition. Language Teaching, 51(3), 285–329. https://doi.org/10.1017/S0261444818000125
  • Sato, M. (2017). Interaction mindsets, interactional behaviors, and L2 development: An affective-social-cognitive model. Language Learning, 67(2), 249–283. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/10.1111/j.1540-4781.2013.12035.x [ACTFL-NFMLTA/MLJ Paul Pimsleur Award]
  • 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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://journals.lib.unb.ca/index.php/CJAL/article/view/19864
  • 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. https://doi.org/10.37546/JALTJJ31.2-6
  • Sato, M. (2007). Social relationships in conversational interaction: Comparison of learner-learner and learner-NS dyads. JALT Journal, 29(2), 183–208. https://doi.org/10.37546/JALTJJ29.2-2

Book Chapters
  • Sato, M. (accepted). Instructed second language acquisition. In B. Spolsky & F. M. Hult (Eds.), The handbook of educational linguistics. New York, NY: John Wiley & Sons.
  • Sato, M. (in press). Instruction second language acquisition research and its inclusive future. In M. Young-Scholten, A. Fernández Dobao & A. Ho-Cheong Leung, The Cambridge Handbook of Second Language Acquisition (2nd ed.). Cambridge: Cambridge University Press.
  • Sato, M. (2023). Metacognitive approaches to collaborative writing: Theoretical and pedagogical proposals. In M. Li & Zhang, M. (Eds.), L2 collaborative writing in diverse learning contexts (pp. 31–51). Amsterdam, The Netherlands: John Benjamins. https://doi.org/10.1075/lllt.59.02sat
  • Sato, M. (2023). Metacognitive instruction as a pedagogical framework In M. Sato & C. Chapelle (Eds.), Instructed second language acquisition in the Encyclopedia of Applied Linguistics. New York, NY: John Wiley & Sons.
  • Sato, M. (2023). Skill learning theories and language teaching: Different strokes for different folks. In Y. Suzuki (Ed.), Practice and automatization in second language research: Theory, methods, and pedagogical implications (pp. 63–86). New York, NY: Routledge. https://doi.org/10.4324/9781003414643-4
  • Sato, M. (2022). Classroom interaction and SLA: An interview with Masatoshi Sato. In K. Sadeghi (Ed.), Talking about Second Language Acquisition. London: Palgrave Macmillan.
  • Sato, M. (2022). Mixed methods research in ISLA. In L. Gurzynski-Weiss & Y. Kim (Eds.), Instructed second language acquisition research methods (pp. 79–102). Amsterdam, The Netherlands: John Benjamins. https://doi.org/10.1075/rmal.3.04sat
  • Sato, M. (2022). Metacognition. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge handbook of second language acquisition and individual differences (pp. 95–109). New York, NY: Routledge. https://doi.org/10.4324/9781003270546-8
  • Oliver, R., & Sato, M. (2022). 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 (pp. 416–431). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/9781108868327
  • Sato, M. (2022). Peer interaction in the classroom. In H. Mohebbi & C. Coombe (Eds.), Research questions in language education and applied linguistics: A reference guide (pp. 847–851). New York, NY: Springer. https://doi.org/10.1007/978-3-030-79143-8_146
  • 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. https://doi.org/10.1075/lllt.55.02sat
  • 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. https://doi.org/10.21832/9781788929455-014
  • 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 studies (pp. 1–24). New York, NY: Routledge. https://doi.org/10.4324/9781351190558-1    
  • 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. https://doi.org/10.4324/9781351190558-4  
  • 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. https://doi.org/10.4324/9781351190558-13
  • 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. https://doi.org/10.1075/lllt.52.03sat
  • 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. 1131–1148). New York, NY: Springer. https://doi.org/10.1007/978-3-030-02899-2_60  
  • 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, NY: Routledge. https://doi.org/10.4324/9781315621432-3
  • 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, NY: Routledge. https://doi.org/10.4324/9781315676968.ch1
  • 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, NY: Routledge. https://doi.org/10.4324/9781315676968.ch26 
  • 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, The Netherlands: John Benjamins. https://doi.org/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, The Netherlands: John Benjamins. https://doi.org/10.1075/lllt.45.01-4
  • 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, The Netherlands: John Benjamins. https://doi.org/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, UK: Oxford University Press.
​
Book Reviews
  • Sato, M. (2022). [Review of the book An introduction to evidence-based teaching in the English language classroom: Theory and practice, by C. Lethaby, R. Mayne, & P. Harries]. ELT Journal. https://doi.org/10.1093/elt/ccac023
  • Sato, M. (2013). [Review of the book Bilingual competence and bilingual proficiency in child development, by N. Francis]. Journal of Multilingual and Multicultural Development 34(3), 303–305. https://doi.org/10.1080/01434632.2012.709987  
PLENARY TALKS
  • Sato, M. (2023, October). Communicative language teaching in Japan: It’s not the task but what you do with it. TBLT Japan Symposium. Tokyo University and Tokyo Woman’s Christian University, Tokyo, Japan.
  • Sato, M. (2023, September). “Where are researchers?”: The missing stakeholder in the equitable research-practice relationship. 3rd Biennial Conference of Shanghai Center for Research in English Language Education (SCRELE). Shanghai International Studies University, Shanghai, China.
  • Sato, M. (2023, May). Why don’t they engage with communicative activities?! Psychological and social approaches. 18th LASLAB International Conference. University of the Basque Country, Vitoria-Gasteiz, Spain.
  • Sato, M. (2023, March). Navigating the research-practice relationship: Professional goals and constraints. American Association for Applied Linguistics Conference (AAAL). Portland, OR.
  • Sato, M. (2022, September). Pitfalls of TBLT in the classroom: Learner psychology and social relationships. IV International Conference on Professional Development. Universidad de Nariño, Pasto, Colombia.
  • Sato, M. (2022, August: online). What does “from theory to practice” mean and do in reality? Anaheim University’s TESOL Residential Session. Anaheim University, CA. (600 attendees)
  • Brown, J., & Sato, M. (2022, July: online). Emotional engagement: The dynamo powering directed motivational currents. The RILAE LAb Sessions. Kanda University of International Studies, Tokyo, Japan. (75 attendees)
  • Sato, M. (2021, May: online). Transforming L2 learners to “better” learners: Learner psychology and peer interaction among children. 16th International Language and Speech Laboratory. Vitoria-Gasteiz, Basque Country, Spain.
  • Sato, M. (2021, May: online). Where are we going with feedback research? Seminario de retroalimentacion corrective en clases de lengua: Teoria y practica. Universidad de Quintana Roo, Quintana Roo, Mexico.
  • Sato, M., Loewen, S., & Kim, Y. (2021, March, online). Research-pedagogy nexus. The TESOL Invited Speaker Sessions. TESOL International Convention & English Language Expo. Denver, CO.
  • Sato, M. (2020, May: postponed due to COVID-19). Transforming L2 learners to “better” learners: Learner psychology and peer interaction among children. 16th International Language and Speech Laboratory. Vitoria-Gasteiz, Basque Country, Spain.
  • Sato, M. (2019, April). The current state and ideal future of the research-pedagogy dialogue: Together, we can do it! Learning Symposium. College of Arts and Letters, Michigan State University, East Lansing, MI.
  • Sato, M. (2015, July). The noticeability and effectiveness of corrective feedback in video-based interaction. XVII International CALL Research Conference. Universitat Rovira i Virgili, Tarragona, Spain.
invited talks
Invited talks
  • Sato, M. (2023, November: online). Take off the PhD hat! Multiolelo Webinar Series in Language Research Communication. University of Hawaii, Hawaii, HI.
  • Sato, M. (2023, October: online). Professional identities and conflicting objectives of applied linguistics researchers. Transcending Boundaries: Fostering an Open Research-Teaching Dialogue in English Language Teaching (ELT) organized by Manchester Centre for Research in Linguistics (MCRL). Manchester Metropolitan University, UK. (110 attendees)
  • Sato, M. (2023, September). Cautionary tales of becoming educational researchers in the changing higher education landscape. Emergent Scholars Forum. Fudan University, Shanghai, China.
  • Sato, M. (2023, August: online). Goals and challenges of applied linguistics researchers: How to combat the ivory tower. TESOL Residential for Anaheim University.
  • Sato, M. (2023, July: online). Sustainability of second language research. PhD residential of the PhD programme of Lancaster University, Lancaster, the United Kingdom.
  • Sato, M. (2022, November: online). Learner engagement and TBLT: Marrying the wisdom of teachers and researchers. JALT SIG (TBLT), Kindai University, Osaka, Japan.
  • Sato, M. (2022, June: online). Why do we keep talking about teachers? Don’t researchers bear a responsibility for research use in the classroom? Faculty of Education and Social Sciences, Universidad Andres Bello, Santiago, Chile.
  • Sato, M. (2022, June: online). Researching researchers to facilitate the research-practice dialogue. Department of English Language Education, The Education University of Hong Kong, Hong Kong, China. (30 attendees)
  • Sato, M. (2022, May: online). Researcher identities in relation to language teaching practices: Some proposals for facilitating the research-practice dialogue. Centre for Language Education Research. Queen's University Belfast, Northern Ireland, United Kingdom. (150 attendees)
  • Sato, M. (2021, April: online). Practical relevance of educational research. Faculty of Education and Social Sciences, Universidad Andres Bello, Santiago, Chile.
  • Sato, M. (2021, April: online). Learner psychology and interaction in the classroom: A series of experiments. Language and Literacy Development across the Life Span (LANSPAN), Center for Language and Cognition. University of Groningen, Groningen, The Netherlands. (130 attendees)
  • Sato, M. (2020, August: online). Adaptability of research to the classroom. TESOL Residential for Anaheim University. Online due to COVID-19.
  • Sato, M., Loewen, S., & Kim, Y. (2020, March, postponed due to COVID-19). Research-pedagogy nexus. The TESOL Invited Speaker Sessions. TESOL International Convention & English Language Expo. Denver, CO.
  • Sato, M. (2019, December). Collaborative interaction and L2 learning. Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile.
  • Sato, M. (2019, May). Peer interaction and peer feedback in the second language classroom: How can we get them to work?! Professional Development Series: Arts Multimedia Language Facility, McGill University. Montreal, QC.
  • Sato, M. (2012, March). Some thoughts about Chilean English education: What needs to be changed and how. Cierre del Proyecto Mecesup UAB0803: Implementación de un nuevo currículo de Pedagogía en Inglés basado en competencias, Universidad Andrés Bello, Santiago, Chile.

Invited graduate-level lectures
  • Sato, M. (2022, March: online). Learner psychology in the research-practice relationship. ENGL/SLAT/GER 615 Second Language Acquisition Theory taught by Dr. Kayi-Aydar. College of Social and Behavioral Sciences, University of Arizona, Tucson, AZ.
  • Sato, M. (2021, December). Learner psychology and peer interaction: How can we make them work? Theme Seminar 3 (2021/SZ): Introduction to Instructed Second Language Acquisition taught by Prof. Shawn Loewen as invited Fulbright Distinguished Professor at Adam Mickiewicz University, Poznań, Poland.
  • Sato, M. (2020, October: online). Oral corrective feedback and its future research. DDL824D: Séminaire thématique en didactique des langues : La rétroaction corrective en didactique des langues secondes/étrangères taught by Dr. Caroline Payant. Département de didactique des langues, Université du Québec à Montréal, Montreal, QC.
  • Sato, M. (2019, October). How to take advantage of peer interaction in the classroom. EDSL 627: Instructed Second Language Acquisition taught by Dr. Susan Ballinger. Faculty of Education, McGill University. Montreal, QC.
  • Sato, M. (2019, April). Conducting pedagogically useful research: Why and how? LLT 841: Special Topic, Instructed Second Language Acquisition taught by Dr. Shawn Loewen. College of Arts and Letters, Michigan State University, East Lansing, MI.
  • Sato, M. (2018, October). Peer interaction and peer corrective feedback. EDSL 627: Instructed Second Language Acquisition taught by Dr. Susan Ballinger. Faculty of Education, McGill University. Montreal, QC.
  • Sato, M. (2017, January). Learner psychology, L2 interaction, and L2 learning. EDSL 627: Classroom-Centered Second Language Research taught by Dr. Roy Lyster. Faculty of Education, McGill University. Montreal, QC.
  • Sato, M. (2015, April). Peer interaction: Now and the future. EDSL 627: Classroom-Centered Second Language Research taught by Dr. Roy Lyster. Faculty of Education, McGill University. Montreal, QC.
  • Sato, M. (2014, October). How should I do L2 research? Motivation, directions, and implementation. EDSL 623: Second Language Learning taught by Dr. Mela Sarkar. Faculty of Education, McGill University. Montreal, QC.
  • Sato, M. (2013, November). Peer interaction and L2 learning: Researching and teaching. EDSL 627: Classroom-Centered L2 Research taught by Dr. Roy Lyster. Faculty of Education, McGill University. Montreal, QC.
  • Sato, M., & Ballinger, S. (2011, November). Peer interaction and its future. EDSL 623: Second Language Learning taught by Dr. Roy Lyster. Faculty of Education, McGill University. Montreal, QC.
  • Sato, M. (2010, November). Corrective feedback in peer interaction contexts. DID6231: Didactique des langues secondes taught by Dr. Ahlem Ammar. Faculté des sciences de l'éducation, Université de Montréal, Montreal, QC.
  • Sato, M. (2010, October). Form-focused instruction and peer interaction: Foreign language learning and proceduralization. EDSL 623: Second Language Learning taught by Dr. Roy Lyster. Faculty of Education, McGill University. Montreal, QC.
  • Sato, M. (2010, February). Peer interaction in L2 classrooms: Corrective feedback and cognitive orientations. EDSL 627: Classroom-Centered Second Language Research taught by Dr. Roy Lyster. Faculty of Education, McGill University. Montreal, QC.
  • Sato, M. (2009, October). Dyadic interaction for second language acquisition. EDSL 623: Second Language Learning taught by Dr. Roy Lyster. Faculty of Education, McGill University. Montreal, QC.
  • Sato, M. (2009, April). Language learning in early childhood: First language acquisition. DID6231: Didactique des langues secondes taught by Dr. Ahlem Ammar. Faculté des sciences de l'éducation, Université de Montréal, Montreal, QC.
  • Sato, M. (2008, October). Negotiation of meaning and negotiation of form. EDSL 623: Second Language Learning taught by Dr. Roy Lyster. Faculty of Education, McGill University. Montreal, QC.

Invited undergraduate-level lectures
  • Sato, M. (2015, November). Sociocognition in peer interaction. EDSL 305: L2 Learning in Classroom Settings taught by Dr. Susan Ballinger. Faculty of Education, McGill University. Montreal, QC.
  • Sato, M. (2012, June). Group work in second language classrooms. ING323 Didactics II taught by Dr. Paula Charbonneau. Faculty of Humanities and Education, Universidad Andrés Bello, Santiago, Chile.
  • Sato, M. (2011, October). Peer interaction in classroom settings. EDSL 305: L2 Learning in Classroom Settings taught by Dr. Susan Ballinger. Faculty of Education, McGill University. Montreal, QC.
  • Sato, M. (2010, November). Reactive form-focused instruction: A case of learner-learner interaction. EDSL 305: L2 Learning in Classroom Settings taught by Mr. Kazuya Saito. Faculty of Education, McGill University. Montreal, QC.
  • Sato, M. (2010, March). Form-focused instruction and diverse teaching contexts in the world. EDSL 311: Pedagogical Grammar taught by Ms. Susan Ballinger. Faculty of Education, McGill University. Montreal, QC.
presentations
  • Imura, K., Suga, K., Loewen, S, & Sato, M. (2024, March). Combined effects of metacognitive instruction and corrective feedback: Approximate replication of Sato & Loewen (2018). American Association for Applied Linguistics Conference (AAAL). Houston, TX.
  • Oki, Y., & Sato, M. (2024, March). A longitudinal study of Japanese international students’ experiences before, during, and after study abroad. American Association for Applied Linguistics Conference (AAAL). Houston, TX.
  • Sato, M., & Cárcamo, B. (2024, March). Becoming an educational researcher in the Global South: Boundary-crossing of teacher and researcher identities. American Association for Applied Linguistics Conference (AAAL). Houston, TX.
  • Bodea, A., Trofimovich, P., McDonough, K., & Sato, M. (2023, September). How much does my partner like me and my pronunciation? Linguistic measures predict L2 speaker perceptions in interaction. 14th Annual Pronunciation in Second Language Learning and Teaching Conference (PSLLT). Purdue University, West Lafayette, IN.
  • Thao-Nguyen, N., Trofimovich, P., McDonough, K., & Sato, M. (2023, September). How do immigrants perceive each other’s heritage language? Examining the perceptions of Canada- and Vietnam-born speakers in a dyadic conversation. 14th Annual Pronunciation in Second Language Learning and Teaching Conference (PSLLT). Purdue University, West Lafayette, IN.
  • Sato, M., McDonough, K., Trofimovich, P., & Cazorla Sitges, S. (2023, September). Exploring Chilean pre-service EFL teachers’ reactions to lecturers under different face/voice conditions. 14th Annual Pronunciation in Second Language Learning and Teaching Conference (PSLLT). Purdue University, West Lafayette, IN.
  • Chong, S-W., & Sato, M. (2023, August). From research-informed to praxis-driven language education: Practical insights of teacher engagement with research from TESOLgraphics. 56th British Association for Applied Linguistics Conference (BAAL). University of York, York, UK.
  • Cárcamo, B., & Sato, M. (2023, June). Exploring the identity of Chilean EFL university teacher researchers. 5th RICELT Biannual Conference. Santiago, Chile.
  • Sato, M., Salas, G., Tajabadi, A., Freeborn, L., & Ballinger, S. (2023, June). What are they doing when they feel collaborative? Another aspect of task-based performance. 10th Biennial International Conference on Task-Based Language Teaching (TBLT). Khon Kaen University, Khon Kaen, Thailand.
  • Oki, Y., & Sato, M. (2023, July). Exploring changes in activity systems before, during, and after study abroad: A case of Japanese international students. Association internationale de linguistique appliqée (AILA) 20th World Congress of Applied Linguistics. Lyon, France.
  • Papi, M., Abdi Tabari, M., & Sato, M. (2023, March). Empirical evidence for the predictive validity of feedback seeking behaviors. American Association for Applied Linguistics Conference (AAAL). Portland, OR.
  • Oki, Y., & Sato, M. (2023, March). Activity theoretical understanding of Japanese students’ study abroad experience. American Association for Applied Linguistics Conference (AAAL). Portland, OR.
  • Loewen, S., Trego, D., Kessler, M., & Sato, M. (2022, August: accepted). A granular view of learner interaction during synchronous video computer-mediated communication. European Computer-Assisted Language Learning (EUROCALL). University of Iceland, Reykjavik, Iceland.
  • Sato, M., Salas, G., Freeborn, L., & Loewen, S. (2022, August). Going back to the sketch board: Do learner psychology and group dynamics predict L2 use during group work? 9th Biennial International Conference on Task-Based Language Teaching (TBLT). University of Innsbruck, Innsbruck, Austria.
  • Brown, J., & Sato, M. (2022, June, postponed from 2020 due to COVID-19). Creating DMC’s that foster L2 emotional engagement: The case of a project-based service learning course. 4th international Psychology of Language Learning conference (PLL4). Cape Breton University, Sydney, Nova Scotia.
  • Sato, M. (2022, March). Mixed methods research in instructed second language acquisition. As part of the colloquium entitled Instructed Second Language Acquisition Research Methods organized by L. Gurzynski-Weiss & Y. Kim. American Association for Applied Linguistics Conference (AAAL). Pittsburgh, PA.
  • Brown, J., & Sato, M. (2022, March). Exploring the construct of DMCs: An empirical study in a service-learning course. American Association for Applied Linguistics Conference (AAAL). Pittsburgh, PA.
  • Sato, M. (2021, December). Teachers are resilient: A focus on demotivators of pre-service and in-service EFL teachers. 4th Theoretical and Applied Linguistics Conference. Białystok, Poland.
  • Sato, M., & Fernández, F., & Violic, M. (2021, June). Teacher motivation of Chilean EFL teachers: A focus on demotivators during the pandemic. 4th RICELT Biannual Conference. Santiago, Chile.
  • Lilo, S., & Sato, M. (2021, June). Self-regulated learning of adult EFL professionals in Chile: Online classes during the pandemic. 4th RICELT Biannual Conference. Santiago, Chile.
  • Oyanedel, J.C., Torres-Vallejos, J., & Sato, M. (accepted: 2020, August, postponed due to COVID-19). Ontological Security and Subjective wellbeing: a study in five Latin American countries. The International Society for Quality-of-Life Studies (ISQOLS) 18th Annual Conference. Rotterdam, The Netherlands.
  • Sato, M., & Loewen, S., & Pastushenkov, D. (accepted: 2020, August, postponed due to COVID-19). Do L2 researchers care about L2 teaching? Association internationale de linguistique appliqée (AILA) 19th World Congress of Applied Linguistics. Groningen, The Netherlands.
  • Sippel, L., & Sato, M. (accepted: 2020, August, postponed due to COVID-19). The role of teachers, program directors, and administrators for the research-pedagogy link: The case of US Ivy League universities. Association internationale de linguistique appliqée (AILA) 19th World Congress of Applied Linguistics. Groningen, The Netherlands.
  • Sato, M., & Dussuel Lam, C. (accepted: 2020, March, cancelled due to COVID-19). Exploring the impact of metacognitive instruction with young learners: A case of willingness to communicate and metacognition of oral communication. American Association for Applied Linguistics Conference (AAAL). Denver, CO.
  • Sato, M. (2019, November). L1 languaging of highly proficient L2 learners during collaborative writing tasks: A quasi-experiment of vocabulary development. As part of the colloquium entitled Languaging during L2 writing: What influences the nature and outcomes of languaging? organized by W. Suzuki & N. Storch. The 18th Symposium on Second Language Writing and the SSLW Institute. Arizona State University, Tempe, AZ.
  • Sato, M., & Jiménez, D. (2019, November). Facilitating EFL learners’ motivation and classroom participation: A vision intervention as a motivational strategy. XXI Congreso Internacional Sociedad Nacional de Profesores de Lenguas Extranjeras en la Enseñanza Superior (SONAPLES). Universidad Metropolitana de Ciencias de la Educación, Santiago, Chile.
  • Sato, M. (2019, September). L2 learners’ noticing of L2 errors: Exploring the origin of peer corrective feedback. 38th Second Language Research Forum (SLRF). Michigan State University, East Lansing, MI.
  • Oliver, R., Zhang, C., & Sato, M. (2019, August). Learning content, learning language: Children in Australia learning Mandarin as a second language. As part of the colloquium entitled Focusing on the teacher and the students in TBLT for young learners, organized by N. Shintani. 8th Biennial International Conference on Task-Based Language Teaching (TBLT). Carleton University, Ottawa, Canada.
  • Sato, M. (2019, June). The impact of vision intervention on L2 motivation and classroom behavior. Canadian Association of Applied Linguistics (ACLA). University of British Columbia, Vancouver, British Columbia.
  • Vergara, M., Sato, M., & Lyster, R. (2019, June). The effects of different types of practice on L2 development in EFL classrooms. Canadian Association of Applied Linguistics (ACLA). University of British Columbia, Vancouver, British Columbia.
  • Dussuel, C., & Sato, M. (2019, April). Willingness to communicate and metacognitive instruction: A classroom experiment with young second language learners. 9th Language & Cognition, Universidad de Concepción, Concepción, Chile.
  • Sato, M. (2019, March). Vision intervention in the classroom: Second language interaction and motivation. American Association for Applied Linguistics Conference (AAAL). Atlanta, GA.
  • Salas, G., Gómez, C., & Sato, M. (2019, January). Learner perceptions of peer interaction: Proficiency-based grouping and interactive speaking. Enseñanza de Lenguas en Contextos Multiculturales (SONAPLES). Universidad Arturo Prat, Iquique, Chile.
  • Sato, M. (2018, October). Peer corrective feedback: How is it different and what can we do about it? As part of the colloquium entitled Current Issues in Corrective Feedback in Second Language Acquisition: Theory, Research, and Implications, organized by E. Kartchava and H. Nassaji. 37th Second Language Research Forum (SLRF). Université du Québec à Montréal, Montreal, Canada.
  • Sato, M., & McDonough, K. (2018, October). The effect of production practice on EFL learners’ accurate and fluent production of wh-questions. 37th Second Language Research Forum (SLRF). Université du Québec à Montréal, Montreal, Canada.
  • Sato, M. (2018, May). Collaborative strategy training for self-regulated learning: Process and product. Canadian Association of Applied Linguistics (ACLA). University of Regina, Regina, Saskatchewan.
  • Oliver, R., Sato, M., & Ballinger, S. (2018, March). Teacher cognitions and practices in CLIL contexts: A case of Mandarin as a second language in Australia. American Association for Applied Linguistics Conference (AAAL). Chicago, IL.
  • Oyanedel, J., & Sato, M. (2017, October). Assessing teachers’ wellbeing on students’ motivation: A fixed effects model. Psychology and Well-Being. Universidad Santo Tomás, Concepción, Chile.
  • Sato, M. (2017, July). Why can’t we move on? Teacher cognitions about grammar teaching in a foreign language context. Association internationale de linguistique appliqée (AILA) 18th World Congress of Applied Linguistics. Federal University of Rio de Janeiro, Rio de Janeiro, Brazil.
  • Sato, M. (2017, June). Video-based interaction and peer corrective feedback training: A quasi-experimental study. 11th International Symposium on Bilingualism (ISB). University of Limerick, Ireland.
  • Sato, M., & Storch, N. (2017, April). The role of context in TBLT: A comparison of task-based interaction and learner perceptions between ESL and EFL contexts. 7th Biennial International Conference on Task-Based Language Teaching (TBLT). University of Barcelona, Barcelona, Spain.
  • Sato, M. (2017, April). Second language processing during video-based interaction: A focus on peer corrective feedback. 7th Language & Cognition, Universidad de Concepción, Concepción, Chile.
  • Storch, N., & Sato, M. (2017, March). Context and task: A comparison between ESL and EFL classrooms. American Association for Applied Linguistics Conference (AAAL). Portland, OR.
  • Storch, N., & Sato, M. (2016, December). A classroom-based study of task-based interaction. Applied Linguistics Association of Australia. Monash University, Melbourne, Australia.
  • Sato, M., Kewlani, M., Rodriguez, L., & Villagrán, C. (2016, July). Peer interaction training in video-based synchronous computer-mediated-communication. IATEFL-Chile XIV International Conference. Universidad San Sebastian, Santiago, Chile.
  • Sato, M. (2016, July). The origin of language awareness during peer interaction and its effect on L2 development: The impact of learners’ mindset. The 13th International Conference of the Association for Language Awareness (ALA). Vienna University of Economics and Business, Vienna, Austria.
  • Loewen, S., & Sato, M. (2016, May). Corrective feedback and metacognitive instruction in intact English L2 classes. The 6th International Conference on Foreign Language Teaching and Applied Linguistics. International Burch University, Sarajevo, Bosnia and Herzegovina.
  • Sato, M. (2016, April). The effectiveness of corrective feedback in video-based synchronous computer-mediated communication. American Association for Applied Linguistics Conference (AAAL). Orlando, FL.
  • Loewen, S. & Sato, M. (2016, April). A quasi-experimental study of corrective feedback and metacognitive instruction in intact English L2 classes. American Association for Applied Linguistics Conference (AAAL). Orlando, FL.
  • Sato, M., Vergara, M., & Valencia, E. (2015, November). Practice is important but what do you mean by practice? An experimental study. XXI Congreso Internacional de la Sociedad Chilena de Lingüística (SOCHIL). Universidad Católica de Temuco, Temuco, Chile.
  • Sato, M., & Frenzel, M. (2015, November). Video-based synchronous computer-mediated communication: An experimental study of L2 development and teachers’ perceptions. XXI Congreso Internacional de la Sociedad Chilena de Lingüística (SOCHIL). Universidad Católica de Temuco, Temuco, Chile.
  • Sato, M., & Frenzel, M. (2015, September: accepted). The potential for on-line language teaching: Video-based vs. face-to-face classrooms. 48th British Association for Applied Linguistics Conference (BAAL). Aston University, UK.
  • Sato, M., Vergara, M., & Valencia, E. (2015, September). Contextualized practice and the development of implicit and explicit knowledge: A classroom-based experimental study. 6th Biennial International Conference on Task-Based Language Teaching (TBLT). Leuven University, Leuven, Belgium.
  • Gonzalez, M., & Sato, M. (2015, August). The effectiveness of imagery training on the development of oral fluency: A classroom experimental study. 6th International Symposium on Bilingualism and Bilingual Education in Latin America. Pontificia Universidad Católica del Perú, Lima, Perú.
  • Sato, M. (2015, July). The noticeability and effectiveness of corrective feedback in video-based interaction. XVII International CALL Research Conference. Universitat Rovira i Virgili, Tarragona, Spain.
  • Sato, M., & Frenzel, M. (2015, May). Second language acquisition theories in teacher training: The case of Chilean EFL teachers. 1st Annual Meeting of RICELT. Santiago, Chile.
  • Sato, M., & Frenzel, M. (2015, May). Experimental teacher training: Form-focused instruction in a foreign language context. 10th International Symposium on Bilingualism (ISB). Rutgers University, New Brunswick, NJ.
  • Gonzalez, M., & Sato, M. (2015, April). The impact of imagery training on second language development and perceptions. 6th Language & Cognition, Universidad de Concepción, Concepción, Chile.
  • Sato, M. (2015, March). Understanding peer interaction: Research directions and pedagogical implications. Joint Conference of the American Association for Applied Linguistics (AAAL) and the Canadian Association of Applied Linguistics (ACLA). Toronto, Canada.
  • Ambrosio, A., & Sato, M. (2014, October). Making collaborative interaction happen in the classroom: Action research. 33rd annual Second Language Research Forum (SLRF). University of South Carolina, Columbia, SC.
  • Sato, M., & Gómez, C. (2014, October). Peer corrective feedback and peer collaboration: An experimental study. 1st Congreso Nacional de Segundas Lenguas y Lenguas Extranjeras. Universidad Santo Tomás, Santiago, Chile.
  • Sato, M., & Frenzel, M. (2014, September). Communicative grammar teaching in foreign language classrooms: A teacher training study. 47th British Association for Applied Linguistics Conference (BAAL). University of Warwick, UK.
  • Sato, M. (2014, August). The constellation of corrective feedback, motivation, and L2 development. Association internationale de linguistique appliqée (AILA) 17th World Congress of Applied Linguistics. University of Queensland, Brisbane, Australia.
  • Sato, M., & Frenzel, M. (2014, March). Grammar instruction of foreign language teachers. American Association for Applied Linguistics Conference (AAAL). Portland, OR.
  • Sato, M., & Frenzel, M. (2013, November). Grammar teaching in foreign language contexts: Teacher training of form-focused instruction. XX Congreso Internacional de la Sociedad Chilena de Lingüística (SOCHIL). Universidad de Católica de la Santísima, Concepción, Chile.
  • Sato, M., & Irrazábal, M. (2013, October). Strategy training during peer interaction: Strategy use and L2 development. 5th International Symposium on Bilingualism and Bilingual Education in Latin America. Valparaiso, Chile.
  • Sato, M., & Frenzel, M. (2013, November). Foreign language teachers’ perceptions and practice of grammar teaching and communicative methods: An experimental teacher training study. 5th International Symposium on Bilingualism and Bilingual Education in Latin America. Valparaiso, Chile.
  • Sato, M., & Fujii, A. (2013, October). International versus local computer-mediated peer interaction: An exploratory study. 5th Biennial International Conference on Task-Based Language Teaching (TBLT). University of Alberta, Canada.
  • Irrazábal, M., & Sato, M. (2013, June). The effect of oral communication strategy training on learners’ strategy use and collaborative behaviors. IV International Association of Teachers of English as a Foreign Language (IATEFL) Chile. Universidad Austral de Chile, Valdivia, Chile.
  • Sato, M., & Viveros, P. (2013, May). The proficiency effect on group work: Corrective feedback, modified output, and collaboration. Primera Jornada de Investigación y Enseñanza del Lenguaje. Universidad de Chile, Santiago, Chile.
  • Sato, M., & Viveros, P. (2013, May: detracted). Understanding group work: Types of collaboration and second language learning. XVIII Congreso Internacional Sociedad Nacional de Profesores de Lenguas Extranjeras en la Enseñanza Superior (SONAPLES). Universidad de Atacama, Copiapó, Chile.
  • Sato, M. (2013, March). Group work and proficiency: Language-related collaboration and its effect on L2 development. American Association for Applied Linguistics Conference (AAAL). Dallas, TX.
  • Sato, M., Poblete, M., Silva, A., Viveros, P., & Zacarias, N. (2012, August). The effects of proficiency on interaction between second language learners and their language development. 3rd Language & Cognition, Universidad Diego Portales, Santiago, Chile.
  • Sato, M. (2011, November). Effects and effectiveness of TBLT and strategy training: Transforming learners into corrective feedback providers. 4th Biennial International Conference on Task-Based Language Teaching (TBLT). University of Auckland, New Zealand.
  • Sato, M. (2011, August). Teaching second language learners how to provide corrective feedback to each other: An effective and feasible option? Association internationale de linguistique appliqée (AILA) 16th World Congress of Applied Linguistics. Beijing Foreign Studies University, China.
  • Ammar, A., Sato, M., Daigle, D., & Kartchava, E. (2011, August). Instructional condition, individual differences and linguistic target: Interaction effects. Association internationale de linguistique appliqée (AILA) 16th World Congress of Applied Linguistics. Beijing Foreign Studies University, China.
  • Sato, M., & Ballinger, S. (2011, June: accepted). Maximizing interaction between learners in classroom dynamics: Quantitative and qualitative approaches. 4th International Symposium on Bilingualism and Bilingual Education in Latin America. Oaxaca, Mexico.
  • Sato, M. (2011, June). An alternative account for corrective feedback effectiveness: Monitoring and practice. International Symposium on Bilingualism (ISB 8). University of Oslo, Norway.
  • Sato, M., & Lyster, R. (2011, June). Corrective feedback and peer interaction for accuracy and fluency development: Monitoring, practice, and proceduralization. Canadian Association of Applied Linguistics (ACLA) Annual Conference. University of New Brunswick & St. Thomas University, Fredericton, NB.
  • Sato, M. (2011, March). What are we measuring to talk about second language development? 10th Annual Education Graduate Students’ Society Conference. McGill University, Montreal, QC.
  • Sato, M. (2011, February). Students as teachers: Training second language learners to give feedback. 32nd Annual Applied Linguistics Winter Conference. Columbia University, New York, NY.
  • Ammar, A., & Sato, M. (2010, October). Corrective feedback effectiveness: Types of feedback or individual differences? Second Language Research Forum (SLRF). University of Maryland, College Park, MD.
  • Sato, M. (2010, July). Language learners as corrective feedback providers: Effectiveness and feasibility in foreign language classrooms. Association for Language Awareness (ALA) 10th International Conference. University of Kassel, Germany.
  • Ammar, A., & Sato, M. (2010, July). The importance of noticing in meaning-oriented second language classrooms. Association for Language Awareness (ALA) 10th International Conference. University of Kassel, Germany.
  • Sato, M. (2010, June). Corrective feedback and second language acquisition: The applicability to interaction between adult learners with grammatical knowledge. Japanese Society for Language Sciences (JSLS) 12th Annual International Conference. Tokyo, Japan.
  • Ammar, A., & Sato, M. (2010, June). Corrective feedback, noticing, and individual differences: Exploration into their relationships with second language acquisition. Canadian Association of Applied Linguistics (ACLA) Annual Conference. Concordia University, Montreal, QC.
  • Sato, M. (2010, May). Teaching corrective feedback to second language learners: A way to accelerate proceduralization. The 9th Annual Japanese Association for Language Teaching (JALT) Pan-SIG Conference. Osaka, Japan.
  • Ammar, A., Sato, M., & Kartchava, E. (2010, March). How should noticing be measured? Evidence from classroom research on corrective feedback. American Association for Applied Linguistics Conference (AAAL). Atlanta, GA.
  • Sato, M. (2010, March). Transforming second language learners into feedback providers: Maximizing the potential of peer interaction activities to facilitate accuracy and fluency development. Research Exchange Forum, Faculty of Education, McGill University. Montreal, QC.
  • Sato, M. (2010, March). Bridging the gap between Second Language Acquisition and Language Testing research: Construct validity of oral fluency elicitation tasks. 9thAnnual Education Graduate Students’ Society Conference. McGill University, Montreal, QC.
  • Sato, M. (2009, June). Expert judgments of native speaking teachers and non-native speaking teachers: Determining teaching priorities for intelligible pronunciation. The 3rdAnnual Convention of the Japan Association of College English Teachers (JACET) Kanto Chapter. Tokyo, Japan.
  • Sato, M., & Crump, A. (2009, March). Benefits of including non-“standard” Englishes and collaborative activities in EFL classrooms: Integrating sociocultural and second language acquisition perspectives. 8thAnnual Education Graduate Students’ Society Conference. McGill University, Montreal, QC.
  • Sato, M., & Lyster, R. (2006, June). Modified output of Japanese EFL learners: Variable effects of interlocutor vs. feedback types. Joint Conference of the American Association for Applied Linguistics (AAAL) and the Canadian Association of Applied Linguistics (ACLA). Montreal, QC.
  • Sato, M. (2006, March). How do native speakers interact with language learners? 5thAnnual Education Graduate Students’ Society Conference. McGill University, Montreal, QC.​
TEACHER WORKSHOPS
  • ​Sato, M. (2023, May). Let's set them up first so that they will benefit from a task. 18th LASLAB International Conference. University of the Basque Country, Vitoria-Gasteiz, Spain.
  • Sato, M. (2023, April, Webinar). The research-practice relationship as a research topic for any educational research. Faculty of Education and Social Sciences, MA TESOL, Universidad Andrés Bello, Santiago, Chile.
  • Sato, M. (2022, September). How to make a communicative task work? A series of simple tricks. IV International Conference on Professional Development. Universidad de Nariño, Pasto, Colombia.
  • Sato, M. (2020, November, Webinar). Oral and written corrective feedback: From theory to practice. Department of Linguistics and Literature. Universidad Santiago de Chile, Santiago, Chile. 157 participants.
  • Sato, M. (2020, June, Webinar). Online teaching in a Pandemic: What is different and how can I adjust? Faculty of Education and Social Sciences, MA TESOL, Universidad Andrés Bello, Santiago, Chile.
  • Sato, M., & McDonough, K. (2017, September). Current topics and issues in Applied Linguistics. Second Language Teaching Symposium. Department of English & English Pedagogy Program, Universidad Andrés Bello, Santiago, Chile.
  • Sato, M., & McDonough, K. (2016, April). How to grammar thorough tasks. Second Language Teaching Symposium. Department of English & English Pedagogy Program, Universidad Andrés Bello, Santiago, Chile.
  • Sato, M., & Storch, N. (2015, June). Collaborative writing and L2 learning. Second Language Teaching Symposium. Department of English & English Pedagogy Program, Universidad Andrés Bello, Santiago, Chile.
  • Sato, M., & Loewen, S. (2014, September). Corrective feedback in the L2 classroom. Second Language Teaching Symposium. Ministry of Education of Chile (MINEDUC); School of English Pedagogy, Universidad Andrés Bello, Santiago, Chile.
  • Sato, M. (2013, May). Form-focused instruction and corrective feedback. Fondo de Innovación de la Docencia, Universidad Andrés Bello, Santiago, Chile.
  • Sato, M. (2013, January). Form-focused instruction in foreign language contexts. Second Language Teaching Symposium. School of English Pedagogy, Universidad Andrés Bello, Santiago, Chile.
  • Sato, M. (2013, January). Form-focused instruction in foreign language contexts. In-service teacher-training (INSETT), School of English Pedagogy, Universidad Andrés Bello (Campus Concepcion), Concepcion, Chile.
  • Sato, M. (2012, October). Effectiveness and challenges of giving oral corrective feedback. School of English Pedagogy, Universidad Andrés Bello, Santiago, Chile.
  • Sato, M. (2012, October). Effectiveness and challenges of giving oral corrective feedback. In-service teacher-training (INSETT), Department of English, Universidad Andrés Bello (Campus La Republica), Santiago, Chile.
  • Sato, M. (2012, September). Effectiveness and challenges of giving oral corrective feedback. In-service teacher-training (INSETT), Department of English, Universidad Andrés Bello (Campus Viña del Mar), Viña del Mar, Chile.
  • Sato, M. (2012, August). Effectiveness and challenges of giving oral corrective feedback. In-service teacher-training (INSETT), Department of English, Universidad Andrés Bello (Campus La Casona), Santiago, Chile.
  • Sato, M. (2012, August). Thesis supervision: How far should we go? Second Language Teaching Symposium. School of English Pedagogy, Universidad Andrés Bello, Santiago, Chile.
MEDIA APPEARANCES
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