Publications
ORCID: https://orcid.org/0000-0001-7499-4755
I. Peer-reviewed journal articles
Kos, T. (2025). “And now, let’s read it together!” A peer-mediated reading intervention in secondary EFL classrooms in Germany. LEND: Lingua e Nuova Didattica, 48(3). https://italia.lend.it/index.php/home/primopiano/713-pubblicato-il-n-3-2025-della-rivista-di-lend.html
Kos, T., & Friedrich, L. Z. (2025). Collaborative writing and learning of reported speech during mixed-age peer interactions in the English as a foreign language classroom. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12810
Kos, T. (2024). Enhancing young learners’ peer collaboration through tasks: What can language pedagogy learn from research? TESL-EJ, 28(2), 1–20. https://doi.org/10.55593/ej.28110a2
Kos, T. (2024). Enhancing young learners’ peer collaboration: Pedagogical ideas for language teachers. TESOL Journal. https://doi.org/10.1002/tesq.3344
Kos, T. (2023). A teacher-researcher snapshot of task-based peer interactions in EFL secondary school classrooms in Germany. Language Teaching for Young Learners, 5(2), 170–195. https://doi.org/10.1075/ltyl.00039.kos
Kos, T. (2023). Young EFL learners collaboratively writing a dialogue during a regular classroom lesson. International Journal of English Studies, 23(1), 49–79. https://doi.org/10.6018/ijes.511241
Kos, T. (2023). Exploring peer support among young learners during regular EFL classroom lessons. International Journal of Applied Linguistics, 00, 1–21. https://doi.org/10.1111/ijal.12456
Kos, T. (2023). Peer support and learning of lexical chunks in mixed-age peer interactions of EFL young learners. ELIA: Estudios de Lingüística Inglesa Aplicada, 22, 45–91. https://revistas.uned.es/index.php/ELIA/article/view/37065
Kos, T., & Friedrich, Z. L. (2023). Exploring peer collaborative writing in EFL secondary mixed-age classrooms. Studies in English Language Teaching, 11(1), 55–74. https://doi.org/10.22158/selt.v11n1p55
Kos, T. (2022). Exploring same- and different-grade peer interactions among EFL young learners. Journal of Second Language Studies. https://doi.org/10.1075/jsls.21040.kos
Kos, T. (2021). Pedagogical challenges of foreign language teaching in mixed-age primary school classrooms: Teacher-researcher’s insights. Language Teaching for Young Learners, 3(1), 66–92. https://doi.org/10.1075/ltyl.19016.kos
Kos, T. (2021). Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms. European Journal of Applied Linguistics, 9(2), 331–364. https://doi.org/10.1515/eujal-2020-0001
Kos, T. (2020). Exploring learning opportunities of pair work in mixed-age secondary school EFL classrooms in Germany. European Journal of Foreign Language Teaching, 4(4), 107–140. https://oapub.org/edu/index.php/ejfl/article/view/2960
Kos, T. (2019). Exploring peer perceptions of mixed-age peer interactions in mixed-age secondary school EFL classrooms in Germany. European Journal of Foreign Language Teaching, 4(1). https://oapub.org/edu/index.php/ejfl/article/view/2223
Kos, T. (2019). Peer assistance among mixed-age pairs in mixed-age EFL secondary school classrooms in Germany. European Journal of Applied Linguistics, 7(1), 61–112. https://doi.org/10.1515/eujal-2017-0013
Kos, T. (2019). Patterns of interaction: Analysis of mixed-age peer interactions in secondary school classrooms in Germany. Journal of Language Teaching and Learning, 9(1), 1–29. https://www.jltl.com.tr/index.php/jltl/article/view/72
II. Peer-reviewed book chapters
Kos, T., & Bergner, G. (2026). Enhancing pre-service teacher training in CLIL through project-based learning. In J. Rokita-Jaśkow & M. Ellis (Eds.), Early language learning in context: Global challenges and local solutions. Routledge. (Accepted)
Kos, T. (2026). A review of research on language learning in mixed-proficiency peer interactions: Implications for language pedagogy. In E. Pladevall Ballester (Ed.), Peer interaction in the foreign language classroom. Multilingual Matters. (Accepted)
Kos, T. (2024c). Mixed-age primary classroom foreign language teaching: Implications for teacher education. In S. Mourão & C. Leslie (Eds.), Researching educational practices, teacher education and professional development for early language learning (pp. 66–79). Routledge. https://doi.org/10.4324/9781003289043-6
Kos, T. (2024d). Kamishibai: Diving into the culture of the rising sun and contemplating the potential for primary school CLIL. In G. Bergner & C. Falkenhagen (Eds.), Storytelling in Primary CLIL (pp. 112–133). Gabriele Schäfer Verlag.
Kos, T. (2021b). What exactly is mutuality? An analysis of mixed-age peer interactions on classroom tasks in German secondary school classrooms. In M. García Mayo (Ed.), Working collaboratively in second/foreign language learning (pp. 59–88). De Gruyter Mouton.
Kos, T., & Bergner, G. (2026). Enhancing pre-service teacher training in CLIL through project-based learning. In J. Rokita-Jaśkow & M. Ellis (Eds.), Early language learning in context: Global challenges and local solutions. Routledge. (Accepted)
III. Other Publications (Professional / Practitioner)
Kos, T. (2023). Kooperative Schreibaufgaben im Fremdsprachenunterricht. In Blended Learning: Gute Aufgaben im digital gestützten Unterricht, Pädagogik, 7–8, 69–71. https://doi.org/10.3262/PAED2308069
Kos, T. (2023). Wie können kooperative Lernstrategien vermittelt werden? Pädagogik, 2. https://doi.org/10.3262/PAED2302042
IV. Articles under review
Kos, T. (under review). Integrating storytelling and CLIL in primary English teacher education: Insights from a case study.
Kos, T. (under review). “More than stories and language practice”: Picturebooks as pedagogical tools in pre-service CLIL teacher education.
Kos, T. (under review). Peer-mediated learning in the secondary EFL classroom: Effects on reading comprehension and self-efficacy.
Kos, T., & Bergner, G. (under review). Tapping into student teachers’ perspectives on CLIL-based projects in the German primary context.
Kos, T., & Bergner, G. (under review). Developing pre-service teachers’ instruction-giving through collaborative action research: Evidence from primary CLIL classrooms.
V. Articles in press
Kos, T., Otsuki, Y., & Wang, W. T. Adopting input-based tasks in a Japanese primary EFL classroom: A longitudinal case of teacher learning and classroom implementation.
Kopečková, R., Emilsson Peskova, R., Kos, T., Boccou Kestrankova, M., Bahar, G., & Poggi, C. (in press). Visualizing plurilingualism: A comparative schoolscape study in Iceland and Germany.
Kos, T., Kopečková, R., Emilsson Peskova, R., Boccou Kestrankova, M., & Bahar, G. (in press). From reflection to design: A plurilingual research team’s ecological approach to mediation research in Icelandic and German primary schools.