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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. The pedagogical affordances of matter in English language teaching

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

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

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  4. 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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  5. Explicit instruction in L2 collocations

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

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

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

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  9. Sentence complexity differs between writing and speaking in child second language learners

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  10. Foreign language learning characteristics of deaf and severely hard-of-hearing students

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  11. Oral comprehensibility and vocabulary use can be judged based on small multi-word units more than on single words

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  12. Testing vocabulary knowledge

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  13. Fluency and multiword sequences across different levels of oral proficiency

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  14. The use of languages in English lessons in lower secondary classrooms

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  15. Improving second language vocabulary through gaming

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  16. Should second language learners be taught vocabulary in clusters of related words?

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  17. Is it better to learn how to ‘hear’ the sounds of a new language, or practice saying them?

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  18. Pre-service English teacher education in response to diverse community needs

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  19. What interactional features to teach and assess for pragmatically appropriate conversation?

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  20. The positive relationship between words known in a video and the comprehension of that video

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  21. Drawing on young children’s linguistic diversity in class can benefit motivation and learning

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  22. 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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  23. 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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  24. A corpus analysis of determiner usage in English quantificational expressions

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  25. Learning English outside the classroom: which words are easy or difficult to learn?

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  26. Textbook vocabulary influence on proficiency development

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  27. First language predictors of second language comprehension in different modalities

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  28. Learning vocabulary while doing extensive reading

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  29. What is the correct way to correct?

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  30. Pedagogical mentoring in virtual exchange

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  31. Can advanced second language learners acquire epistemic meaning of modal verbs?

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  32. The relationship between grammar teaching approach and learner outcomes

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  33. Can computers be trained to mark second language speaking exams?

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  34. Enhanced second language vocabulary learning by training unfamiliar sound contrasts

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

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

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  37. The social lives and L2 development of adolescent study abroad students

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  38. The positive relationship between onscreen imagery, captions and vocabulary learning from audio-visual input

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  39. Explaining achievement in L2 English by modelling motivational processes

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

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

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

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

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

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

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

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

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

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

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

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