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Filtering by: Language being learned English Remove constraint Language being learned: English

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

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  2. How to select vocabulary for more effective language teaching

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

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

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

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

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

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

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

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  10. How do learners collaborate on wiki writing tasks?

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

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

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

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

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  15. Examining linguistic features of collaborative and noncollaborative peer interactions

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

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

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  18. Understanding how a blog can be motivational

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

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

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

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

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  24. Learners’ perception of feedback during interaction

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

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

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

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

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

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

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

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

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  33. Vocabulary learning strategies and the development of vocabulary knowledge

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

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  35. Glossary promotes L2 vocabulary and grammar learning

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

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

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

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  39. Does the Timing of Error Corrections Matter?

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  40. Learning vocabulary (collocations) through reading

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  41. Using a social network to improve interaction between learners

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

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

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

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

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

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  47. Peer corrective feedback during telecollaboration

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

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  49. The benefits of second language instruction

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

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

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  52. Understanding online interaction in language MOOCs through learning analytics

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  53. Which factors influence early language learning?

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  54. Learner motivation in project-based L2 classrooms

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

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  56. Formulaic sequences and perceived oral proficiency

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  57. Exercises for learning verb-noun collocations

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

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

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

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

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  62. Intercultural exchange online – what do learners think?

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

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

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  65. Exploring young learners’ foreign language learning awareness

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

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

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

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  69. Practical pedagogical recommendations for vocabulary teaching and learning

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

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

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

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  73. Using different types of input activity to improve grammar

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

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

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  76. Effects of written activities on vocabulary learning

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

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  78. Whether learner responses to recasts influence linguistic development

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

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

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

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  82. The impact of corrective feedback in L2 perception

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  83. The effects of age and aptitude in second language learning

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  84. How does training in the perception of sounds affect production in language learners?

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  85. Comparing the performance of native and non-native speakers in relation to task-type

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

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  87. Awareness about grammatical differences between L1 and L2 and its influence on proficiency

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  88. Humorous language play in native and non-native speaker interactions

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

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  90. Students benefit from reviewing their peers’ essays

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

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  92. The impact of visual support and recasts on foreign language learners’ use of the English past progressive form during a photo description task

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

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

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  95. Metaphor awareness and vocabulary retention

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  96. Metaphoric competence and cognitive style

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  97. Cognitive and affective benefits of data-driven learning (DDL) in secondary EFL grammar instruction

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  98. Multimedia in listening: Using dialogic interaction in metacognitive instruction

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  99. How an exemplary language teacher uses technology to facilitate student learning

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  100. L1 Korean and L1 Mandarin L2 English learners’ acquisition of the count/mass distinction in English

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