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Filtering by: Area of research Effectiveness of teaching Remove constraint Area of research: Effectiveness of teaching

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  1. The effect of hands-on and hands-off data-driven learning on low intermediate learners’ verb-noun collocations

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  2. Can meditation improve language learning?

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  3. Starting to learn a foreign language early does not necessarily have long-term benefits

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  4. Optimizing learners’ task performance using pre-task planning and task repetition

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  5. Using eye-tracking to examine the role of first and second language glosses

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  6. Interleaved (mixed) grammar practice can assist learners with weaker working memory

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  7. The long-term benefits of making the simple change from non-cumulative to cumulative weekly vocabulary quizzes

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  8. A new method of teaching second language pronunciation with homework activities

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  9. Gesture may have a memory enhancing effect in the teaching of sounds in a second language

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  10. The importance of including internal short vowel diacritics for the learning of Arabic as a foreign/second language

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  11. The use of humour in Chinese as second language classrooms

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

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

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

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

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  16. English teachers perceive plurilingual instruction as more beneficial than English-only

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

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  18. The pedagogical affordances of matter in English language teaching

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  19. How do Chinese L2 learners infer the meaning of Chinese compound words?

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  20. 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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  21. Explicit instruction in L2 collocations

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

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

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  24. Learning to produce Mandarin Chinese tones as a non-native speaker

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  25. Using digital production of multimodal compositions to empower Chinese ethnic minority students

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  26. Sustained teacher training can help rural teachers support multilingual students

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  27. Immigration law and adult migrant language education

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

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

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

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  31. Is there a best way to teach language?

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  32. 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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  33. The relationship between strategies, knowledge sources, and success in deriving the meaning of new words from context

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  34. Textbook vocabulary influence on proficiency development

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  35. What is the correct way to correct?

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  36. Pedagogical mentoring in virtual exchange

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  37. Outcomes and attitudes in online vs. classroom-based language learning

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

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  39. Encouraging multiple languages in the classroom and its effects on language proficiency

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  40. The interaction between cognitive individual differences and feedback type

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

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  42. The effects of written and spoken input on developing L2 grammar knowledge

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

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  44. How to distribute study/practice time to optimize foreign language learning and retention?

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  45. Exploring moral values and behavior in ESOL

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  46. Does it matter how often we practise grammar?

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

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  48. Can academics be made more central to middle students’ ‘possible selves’?

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  49. ISLA: How implicit or how explicit should it be?

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  50. The use of literature as a key component of foreign language education

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

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

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

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  54. Is meaningful exposure to second language grammar rules sufficient for learning to take place?

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  55. Understanding language teacher leadership from the learners’ perspective

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  56. Most effective ways of teaching L2 requests

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  57. The quality of teacher-students communication for improving speaking skills

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

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  59. Videoconferencing languages in rural schools

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  60. How to select vocabulary for more effective language teaching

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

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

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

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

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

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  66. Understanding how a blog can be motivational

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

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  68. What do 49 studies tell us about the effectiveness of grammar teaching?

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

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

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

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

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  73. Learning sounds in a second language involves acquiring generalizable features

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

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  75. Comparing explicit and implicit second language grammar teaching using an artificial language

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

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

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

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

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

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

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

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

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  84. Which factors influence early language learning?

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  85. Formulaic sequences and perceived oral proficiency

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

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  87. Competing vocabulary teaching methods

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  88. Comparison of pair and group tasks’ influence on vocabulary learning

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  89. Using different types of input activity to improve grammar

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  90. Teaching L2 learners how to listen makes a difference

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  91. The impact of corrective feedback in L2 perception

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  92. A review of the usefulness of data-driven second language learning

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  93. Corrective feedback for learner errors: How effective is it?

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  94. Gesture and vocabulary learning in a second language

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

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  96. Metaphor awareness and vocabulary retention

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  97. The impact of different input activities on grammar learning for beginning language learners

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  98. How do teacher factors and the way teachers teach impact on children’s foreign language knowledge?

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  99. The usefulness of giving grammar rules for accuracy in a free writing task

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  100. Working memory moderates the effects of instruction as learners start a new language

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