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Filtering by: Area of research Acquisition

To what extent do individual differences in cognitive abilities influence the effectiveness of explicit and implicit feedback?

Publication	Yilmaz, Y., & Granena, G. (2016)
Area of research	Effectiveness of teaching Teaching methods (style, approach, technique) Error correction / Corrective feedback Production Comprehension Tasks Grammar Acquisition Learning
Participant type	Second (additional) language learners Foreign language learners
Age	Adult learners

Comparing English language learning among young learners from two different European countries

Publication	Muñoz, C., Cadierno, T., & Casas, I. (2018)
Area of research	Reading Cross-linguistic influence Learning Effectiveness of teaching Grammar Vocabulary Interaction Acquisition Comprehension
Participant type	Foreign language learners Second (additional) language learners
Age	Young learners

Adding socio-emotional skills into Collaborative Strategic Reading (CSR)

Publication	Amjadi, A., & Talebi, S.H. (2021)
Area of research	Learner strategies Reading Comprehension Teaching methods (style, approach, technique) Learner attitudes Learning Interaction Acquisition
Participant type	Second (additional) language learners Foreign language learners
Age	Adolescent learners

To what extent can you train learners to listen for an L2 sound contrast that is not meaningful in their native language?

Publication	Zaltz, Y., & Segal, O. (2021)
Area of research	Teaching methods (style, approach, technique) Acquisition Phonology Learning Effectiveness of teaching
Participant type	Second (additional) language learners Foreign language learners
Age	Adult learners

The effects of four instructional strategies on English learners’ English reading comprehension: A meta-analysis

Publication	Li, J., Tong, F., Irby, B., Lara-Alecio, R., & Rivera, H. (2021)
Area of research	Meta-analysis Reading Teaching methods (style, approach, technique) Effectiveness of teaching Comprehension Learning Acquisition
Participant type	Foreign language learners Second (additional) language learners

Comparing corpus measures with intuitions about how often a collocation is used

Publication	Cangır, H. (2021)
Area of research	Learning Teaching materials and curriculum (syllabus, textbook design) Vocabulary Acquisition Grammar
Participant type	Second (additional) language learners Teachers Foreign language learners
Age	Adult learners

A meta-analytic study on textual glossing and L2 vocabulary

Publication	Zhang, C., & Ma, R. (2021)
Area of research	Teaching methods (style, approach, technique) Meta-analysis Effectiveness of teaching Learning Teaching materials and curriculum (syllabus, textbook design) Vocabulary Acquisition
Participant type	Second (additional) language learners Foreign language learners

First language transfer in semiartificial language learning, linguistic complexity, and learning condition

Publication	Gao, J., & Ma, S. (2021)
Area of research	Learning Acquisition Cross-linguistic influence Implicit learning Teaching methods (style, approach, technique) Effectiveness of teaching Grammar
Participant type	Second (additional) language learners Foreign language learners
Age	Adult learners

Do learners associate variation in sounds produced with particular regions or types of speakers?

Publication	Chappell, W., & Kanwit, M. (2021)
Area of research	Acquisition Study abroad Phonology Learning Pronunciation
Participant type	Foreign language learners Second (additional) language learners
Age	Adult learners
	https://www.iris-database.org/iris/app/home/detail?id=york%3a938870&ref=search

The potential benefit of websites supported by automatic speech recognition for students’ vocabulary knowledge, speaking anxiety, and language enjoyment

Publication	Bashori, M., van Hout, R. , Strik, H., & Cucchiarini, C. (2021)
Area of research	Vocabulary Computer-assisted language learning Acquisition Motivation Learner attitudes Error correction / Corrective feedback Effectiveness of teaching
Participant type	Foreign language learners Second (additional) language learners

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