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Filtering by: Language being learned English Remove constraint Language being learned: English Participant type Foreign language learners Remove constraint Participant type: Foreign language learners

Search Results

  1. Do L2 vocabulary proficiency, working memory, and strategy use influence L2 learning in the DDL-task?

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  2. What represents sophisticated vocabulary use in oral proficiency interviews?

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  3. Aspectual contrasts in the English present tense revisited: Exploring the role of input and L1 influence

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  4. What syntactic complexity features should be taught and assessed for adolescent EFL learners?

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  5. How to support teachers to develop translanguaging pedagogy in teaching English for academic purposes?

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  6. Whether second-language learners’ listening while viewing captioned video content is affected by their modality preference (visual vs. auditory) and working memory capacity

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  7. How can teachers best support second language vocabulary learning through listening?

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  8. What kind of feedback is more effective: instructor feedback on free writing or automatic corrective feedback in drills?

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  9. Students feel and act differently during the same task depending on teaching/learning contexts

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  10. Developing the pragmatics of compliment responses: The case of language learners of English

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  11. Learners re-use the grammar of the people they are speaking with, face to face or via computer chat, and this helped learning direct questions but not indirect questions

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  12. Individual differences in complexity of first language writing are associated with complexity of second language writing

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  13. The pedagogical affordances of matter in English language teaching

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  14. How do language learners interact with each other in collaborative writing when they use online resources as a support?

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  15. What types of group composition and task design is more effective for mobile-based telecollaboration?

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  16. You can learn foreign words better when they are similar to the words in your first language even if you aren’t taught about the similarity

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  17. Explicit instruction in L2 collocations

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  18. Learning writing in the EFL context: The role of self-efficacy and self-regulation

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  19. De Engelse woordenschatkennis van kinderen: de rol van woordeigenschappen en buitenschools contact met het Engels

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  20. Using a smartphone app to give dynamic and non-dynamic feedback on vocabulary learning

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