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Filtering by: Language summary written in English Remove constraint Language summary written in: English Language being learned English Remove constraint Language being learned: English

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  1. Working memory training and its effects on foreign language development

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  2. How should grammar practice be sequenced to maximize learning?

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  3. Exploring moral values and behavior in ESOL

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  4. The effects of retrieval and trial and error exercises on learning phrasal verbs

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  5. How can second language vocabulary best be learned through reading?

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  6. Positioning of teacher expertise in TESOL-related curriculum standards

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  7. Examining how deeply second language learners process written corrective feedback

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  8. Students as emergent leaders in small groups in the language classroom

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  9. Pronunciation training with podcasts: perception, production, and peer evaluation

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  10. Nonnative speakers are more tolerant of unconventional sentences and have “noisier” knowledge of acceptable expressions in a second language

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  11. A simpler task can increase the benefits of error correction for learning a grammatical feature, regardless of aptitude

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  12. Focusing on authorial voice with an integrated framework for teaching EFL writing

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  13. How does the language which shapes educational reform influence classroom practice?

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  14. Is learners’ mental imagery about their future linked to their motivation for language learning?

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  15. Understanding language teacher leadership from the learners’ perspective

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  16. The quality of teacher-students communication for improving speaking skills

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  17. Focus on linguistic features during language learner – expert speaker mobile game interactions

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  18. Questionable precision in language aptitude tests may hamper our understanding of individual differences in language acquisition and use

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  19. Reconceptualizing authenticity in TESOL

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  20. How can we promote positive attitudes towards foreign language learning?

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  21. How to select vocabulary for more effective language teaching

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  22. Are language learners sensitive to grammar constructions when they read sentences in a second language?

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  23. Pedagogical suitability of data-driven learning in English grammar classes in Taiwan

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  24. What is the relationship between TOEFL iBT scores and academic performance in university?

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  25. The positive role of out-of-school exposure and word properties in children’s vocabulary knowledge

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  26. More than words: Examining cross-disciplinary academic language skills that support middle graders to comprehend what they read

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  27. Cross-linguistic evidence for age effects and the role of aptitude in second language learning

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  28. Attitudes towards, and self-perceived ability in, English in an ethnic minority village in Thailand

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  29. How do learners collaborate on wiki writing tasks?

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  30. A self-assessment tool to evaluate teachers’ Technological Pedagogical Content Knowledge

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  31. Max picked up the book or Max picked the book up? Comparing English native speakers’ and second language learners’ choices

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  32. The positive relationship between out-of-school exposure and vocabulary knowledge

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  33. What makes a word difficult to learn? Considering multiple characteristics of words

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  34. Examining linguistic features of collaborative and noncollaborative peer interactions

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  35. Computerized phonetic training study with adult and child (7-8 years) second language learners

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  36. To what extent does long-term foreign language education improve spoken second language vocabulary proficiency?

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  37. Understanding how a blog can be motivational

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  38. In search of the desirable caption display for L2 learners with different caption reliance

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  39. Developing a text editor to help writers with academic English vocabulary

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  40. The effect of perception of teacher characteristics on Spanish EFL Learners’ Anxiety and Enjoyment

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  41. How do Chinese master’s students of different writing proficiency levels construct opposition relations in their writing?

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  42. To what extent do second language learners develop nativelike use of sequences of words in writing?

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  43. Learners’ perception of feedback during interaction

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  44. Testing children’s understanding of language: How well they do depends on how we test it

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  45. Avoidance of phrasal verbs: The case of Chinese learners of English

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  46. The long-term effects of giving ample grammatically correct examples on learning a structure

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  47. Repeated encounters with collocations during reading facilitate the development of implicit knowledge

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  48. Is a particular phonics approach better for teaching reading?

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  49. Second language learners’ attitudes towards classroom language and teacher ‘nativeness’

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  50. What aspects of vocabulary knowledge do textbooks give attention to?

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  51. Language of instruction: Effects on young and adult learners’ vocabulary learning

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  52. Vocabulary learning strategies and the development of vocabulary knowledge

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  53. The teacher as examiner of L2 oral tests: A challenge to standardization

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  54. Glossary promotes L2 vocabulary and grammar learning

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  55. The influence of frequency and function on the learning of grammatical constructions

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  56. Pre-learning vocabularies that are not being used frequently in second language television programs

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  57. Automatic Speech Recognition program for providing feedback for pronunciation practice

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  58. Does the Timing of Error Corrections Matter?

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  59. Learning vocabulary (collocations) through reading

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  60. Using a social network to improve interaction between learners

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  61. Which linguistic aspects influence listeners’ comprehensibility of non-native speech

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  62. Audioconferencing vs. videoconferencing: which is better for foreign language word searches?

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  63. Using eye-tracking to explore how often we need to see or hear a word in order to learn it

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  64. What does vocabulary knowledge tell us about reading comprehension?

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  65. Talking about race and culture in an English for Academic Purposes classroom

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  66. Peer corrective feedback during telecollaboration

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  67. The suitability of consumer dictation software for providing feedback to L2 speakers

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  68. The benefits of second language instruction

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  69. Promoting Grammatical Development Through Textually Enhanced Captions: An Eye-Tracking Study

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  70. Boosting learners’ self-confidence, enjoyment, and willingness to interact in the language classroom

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  71. Understanding online interaction in language MOOCs through learning analytics

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  72. Which factors influence early language learning?

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  73. Learner motivation in project-based L2 classrooms

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  74. How much can learners with EAL learn from each other?

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  75. Formulaic sequences and perceived oral proficiency

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  76. Exercises for learning verb-noun collocations

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  77. Underlining multiword units in second language (L2) reading texts

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  78. Which feedback is more effective: giving a rule or the corrected answer?

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  79. The role of pronunciation instruction in improving the comprehensibility and nativeness of adult L2 learners’ pronunciation

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  80. How much does the first language influence the order in which grammar features are learned in a new language?

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  81. Intercultural exchange online – what do learners think?

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  82. Second language vocabulary learning from and while reading a story

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  83. How much does a first language’s grammar impact ability to learn a new language?

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  84. Exploring young learners’ foreign language learning awareness

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  85. How native and non-native speakers assess the fluency of language learners

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  86. Learning a language can influence how you describe an event, does that change how you think about it?

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  87. Picking up phrasal verbs with multiple meanings: How many do learners know and what facilitates this knowledge?

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  88. Practical pedagogical recommendations for vocabulary teaching and learning

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  89. The effects of direct written corrective feedback, metalinguistic written comments and learner differences on foreign language learners’ use of articles

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  90. Developing a second language comprehensibility scale to measure academic speaking

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  91. What factors of oral input may explain the difficulty of learning some grammar features?

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  92. Using different types of input activity to improve grammar

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  93. How do students learn together in an online English course?

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  94. Effects of summary writing and gap-filling exercises on facilitating vocabulary learning

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  95. Effects of written activities on vocabulary learning

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  96. Eliciting production of grammatical structures to promote question development in L2 English

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  97. Whether learner responses to recasts influence linguistic development

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  98. Learning grammatical structures through collaborative activities in the L2 English classroom

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  99. Do L2 learners read differently for comprehension than for translation?

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  100. The impact of accent on learner performance in listening comprehension

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