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Filtering by: Context of language use Higher education Remove constraint Context of language use: Higher education

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  1. How giving and receiving peer feedback on L2 writing task performance influence language learners’ motivation and beliefs in their writing ability

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  2. Does direct and indirect error correction help English foreign language learners write more accurate texts in the short-term and in the long-term?

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  3. Learning motivation of students of Korean as a foreign language

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  4. At-risk ESL students’ task-based learning in the 3D virtual environment

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  5. Learning vocabulary while doing extensive reading

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  6. Outcomes and attitudes in online vs. classroom-based language learning

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  7. To what extent do information gap tasks do what they were designed to do?

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  8. LexTALE: A quick, simple, and reliable vocabulary test for advanced learners of English

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  9. Key features for successful second language speech

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  10. Is it possible to learn a grammar rule in a new language without being consciously aware of it?

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

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  12. Is meaningful exposure to second language grammar rules sufficient for learning to take place?

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  13. Understanding language teacher leadership from the learners’ perspective

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

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  15. Learners of Spanish improve in their expression of grammatical gender during a stay abroad

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

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

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  18. Examining linguistic features of collaborative and noncollaborative peer interactions

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

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  20. Using tailored input-based instruction to improve second language oral production

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  21. Do classroom learners of Mandarin Chinese improve in their speech perception?

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

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  23. Do language learners use their first language’s rules to interpret ambiguity in learned languages?

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

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

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  26. Interviewers’ contributions shape interviewees’ responses across participant and across time

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

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  28. Vocabulary learning strategies and the development of vocabulary knowledge

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  29. Methods for capturing ‘self-repair’ in computer-based L2 interactions

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  30. Glossary promotes L2 vocabulary and grammar learning

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

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  32. Does the source of linguistic scaffolding matter for grammar learning?

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  33. The impact of recasts and rule-based correction on L2 Chinese learners: Comparing proficiency levels and simple vs complex structures

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  34. Peer corrective feedback during telecollaboration

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  35. The benefits of second language instruction

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  36. Formulaic sequences and perceived oral proficiency

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  37. Exercises for learning verb-noun collocations

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  38. Experiments on formulaic sequences in a second language

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

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  40. Can L2 learners use case marking to predict upcoming sentence information?

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

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

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  43. Comparison of pair and group tasks’ influence on vocabulary learning

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

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  45. Can doing practice activities in the first language help improve second language performance?

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  46. The impact of ‘priming’ on learners’ use of fronted adverbials in German

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  47. Teaching L2 learners how to listen makes a difference

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  48. The decreasing impact of cognitive ability as L2 proficiency increases

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  49. Words or sentences first? Order of exposure influences the learning of grammatical gender in an artificial language

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  50. The influence of the L1 on L2 word recognition

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

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  52. Whether learner responses to recasts influence linguistic development

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

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

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  55. Learning foreign vocabulary: Imitation versus retrieval practice

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  56. Production practice improves comprehension skills

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  57. The influence of writing strategy teaching on academic writing skills

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  58. Teaching English metaphors using cross-linguistic awareness-raising activities

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  59. Teaching students how to correct each other’s mistakes

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  60. Relation of cognitive style to metaphor interpretation and second language proficiency

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  61. L2 reading comprehension: Do learners detect L2 grammatical violations?

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  62. Presenting figurative idioms with a touch of etymology: More than mere mnemonics?

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  63. Metaphor awareness and vocabulary retention

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  64. Metaphoric competence and cognitive style

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  65. Effects of computer-assisted glosses on vocabulary learning and reading comprehension

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  66. The effectiveness of input-based versus output-based instruction for beginning language learners

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