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Filtering by: Participant type Foreign language learners Remove constraint Participant type: Foreign language learners

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  1. The benefit of learning from multiple voices in second language vocabulary learning

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  2. Videoconferencing languages in rural schools

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

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

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

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

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

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

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  9. How do learners collaborate on wiki writing tasks?

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

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  11. How an underemphasized future form (lexical futures) reveals learner development

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  12. Examining linguistic features of collaborative and noncollaborative peer interactions

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

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  14. How learners cope with ambiguity in foreign language vocabulary learning

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

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  16. Understanding how a blog can be motivational

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  17. Which methods of vocabulary learning are most effective with beginner learners?

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

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  19. What happens when Japanese language learners take a course entirely in a 3D virtual world?

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  20. Who benefits from the Seal of Biliteracy?

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

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  22. Teaching reading to beginner learners of French in secondary school

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  23. Tracking progress in beginner language learners' ability to sound out new words

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  24. The effects of phonics instruction on primary school learners’ French reading aloud

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

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  26. How do the other people in language classes influence how queer learners manage their identities?

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

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

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

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  30. A review of research on the role of telecollaboration in language and intercultural learning

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  31. Learners’ perception of feedback during interaction

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  32. Second language grammar learning: what is difficult and why?

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  33. Can Task Based Language Teaching be used to improve second language grammar knowledge?

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  34. Does existing language knowledge ‘block’ the ability to learn grammar rules in a new language?

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  35. The impact of grammar explanation and explicit feedback on naïve language learners

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  36. To what extent does pupils’ ability to sound out words affect their motivation to continue with the study of the language?

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

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  38. Student configuration and place-marking in fully online language learning

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  39. Promoting intercultural awareness through photographs in English language classrooms

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

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

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  42. Vocabulary learning strategies and the development of vocabulary knowledge

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

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  44. Glossary promotes L2 vocabulary and grammar learning

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  45. Comparing the effectiveness of online and face-to-face peer feedback

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  46. Does the Timing of Error Corrections Matter?

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

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  48. Processing Arabic as an L2 learner

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  49. Effects of acoustic variability on second language vocabulary learning

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

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

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

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  53. Peer corrective feedback during telecollaboration

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  54. The relationship between language learning talent and grammar learning

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  55. How do people learn Korean on Reddit.com?

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  56. The development of vocabulary among young foreign language learners during conversation

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

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  58. Understanding online interaction in language MOOCs through learning analytics

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  59. What do learners think about studying foreign languages?

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  60. Which factors influence early language learning?

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  61. The role of context in understanding and remembering vocabulary

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  62. Learner motivation in project-based L2 classrooms

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  63. The influence of age and previous language knowledge on pronunciation in young language learners

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  64. Teaching reading strategies to beginner learners in a classroom context

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  65. Formulaic sequences and perceived oral proficiency

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  66. Experiments on formulaic sequences in a second language

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

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

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

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  70. What is the relationship between the knowledge of chunks and creative language use?

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  71. Toward a learner-centred definition of formulaic sequences

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

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  73. Willingness to communicate and its links to language teaching approaches

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  74. Intercultural exchange online – what do learners think?

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  75. How effective is computer assisted language learning?

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

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  77. Exploring young learners’ foreign language learning awareness

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  78. The role and nature of the cultural dimension in primary modern languages

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  79. Esperanto as a tool in classroom foreign language learning in England

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

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  81. Transition, and children’s motivation for language learning

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

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  83. Competing vocabulary teaching methods

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  84. Practical pedagogical recommendations for vocabulary teaching and learning

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

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

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

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  88. Can learners use grammatical clues to predict upcoming nouns?

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

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  90. School learners’ perceptions of foreign languages, an intervention to change perceptions, and how these relate to the choice to study a foreign language

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  91. Using different types of input activity to improve grammar

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

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

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  94. Effects of written activities on vocabulary learning

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  95. Teaching L2 learners how to listen makes a difference

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

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  97. How do rote and rule learning interact in classroom language learning?

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  98. What L2 learners pay attention to is defined by initial language experience

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  99. How many words do learners need to know to understand novels, newspapers or films?

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  100. Keywords versus rote rehearsal: Learning vocabulary in the foreign language

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