Index Catalog // OASIS

What does an ESL teacher think and do when teaching literary texts?

Publication	Cheung, A., & Hennebry-Leung, M. (2020)
Area of research	Teacher cognition Other Emotion
Participant type	Teachers

Testing listening with multiple choice tasks: Is the order of the answer options important?

Publication	Holzknecht, F., McCray, G., Eberharter, K., Kremmel, B., Zehentner, M., Spiby, R., & Dunlea, J. (2020)
Area of research	Testing Other Multiple choice Processing
Participant type	Foreign language learners Second (additional) language learners
Age	Adult learners

Comparing ratings of writing performances with different rating scales across European countries

Publication	Holzknecht, F., Huhta, A., & Lamprianou, I. (2018)
Area of research	Cross-linguistic influence Other Cross-country comparison Testing Writing
Participant type	Second (additional) language learners Foreign language learners
Age	Adolescent learners

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

Publication	Saeedakhtar, A., Bagerin, M., & Abdi, R. (2020)
Area of research	Vocabulary Computer-assisted language learning Effectiveness of teaching Other Data driven learning Learning
Participant type	Foreign language learners
Age	Adolescent learners

Individual differences in second language listening: Examining the role of knowledge, metacognitive awareness, memory, and attention

Publication	Wallace, M.P. (2020)
Area of research	Comprehension Vocabulary Listening Other Meta-linguistic awareness Learning Working memory
Participant type	Foreign language learners
Age	Adolescent learners
	https://www.iris-database.org/iris/app/home/detail?id=york%3a938057&ref=search

Can meditation improve language learning?

Publication	Zeilhofer, L. (2020)
Area of research	Other Meditation Learning Effectiveness of teaching
Participant type	Foreign language learners
Age	Adult learners

Diagnosing pronunciation errors for Arabic learners of English

Publication	Rehman, I., Silpachai, A., Levis, J., Zhao, G., & Gutierrez-Osuna, R. (2020)
Area of research	Pronunciation Native / Non-native Other Data driven learning
Participant type	Foreign language learners

Future teachers’ experiences and beliefs shape how they assess second language pronunciation

Publication	Tsunemoto, A., Trofimovich, P., & Kennedy, S. (2020)
Area of research	Phonology Pronunciation Native / Non-native Speaking Listening Teacher education Teacher cognition
Participant type	Teacher trainees Teachers
	https://www.iris-database.org/iris/app/home/detail?id=york%3a938081&ref=search

Why CLIL in Madrid seems to favour all students, independently of their background

Publication	Halbach, A., & Iwaniec, J. (2020)
Area of research	Teaching Methods: Content and Language Integrated Learning (CLIL) Bilingualism Teaching policy Multilingualism Other Bilingual education Learning
Participant type	Foreign language learners
Age	Adolescent learners

The origin of peer feedback: They need to notice the error first

Publication	Sato, M., & McDonough, K. (2020)
Area of research	Other Peer feedback Discourse Conversation Vocabulary Proficiency Grammar Speaking Pronunciation Learning
Participant type	Foreign language learners
Age	Adult learners
	https://www.iris-database.org/iris/app/home/detail?id=york%3a938078&ref=search

Young infants are highly sensitive to different speech sounds and start to learn some of them while still in the womb

Publication	Chládková, K. , & Paillereau, N. (2020)
Area of research	Comprehension Learning Acquisition Phonology Meta-analysis Listening Implicit learning
Participant type	Other Infants
Age	Young learners

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

Publication	Baumert, J., Fleckenstein, J., Leucht, M., Köller, O., & Möller, O. (2020)
Area of research	Learning Meta-analysis Effectiveness of teaching Other Early and late L2 starters
Participant type	Other Young learners Foreign language learners
Age	Young learners

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

Publication	Lambert, C., Aubrey, S., & Leeming, P. (2020)
Area of research	Fluency Speaking Tasks Other Task preparation Production Teaching Methods: Task repetition Effectiveness of teaching
Participant type	Second (additional) language learners Foreign language learners

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

Publication	Kang, H., Kweon, S.-O., & Choi, S. (2020)
Area of research	Vocabulary Learning Other Processing Reading Effectiveness of teaching
Participant type	Foreign language learners
Age	Adult learners

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

Publication	Suzuki, Y., Yokosawa, S., & Aline, D. (2020)
Area of research	Speaking Grammar Tasks Effectiveness of teaching Production Learning Working memory
Participant type	Second (additional) language learners Foreign language learners
Age	Adult learners

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

Publication	Nakata, T., Tada, S., McLean S., & Kim, Y. (2020)
Area of research	Vocabulary Effectiveness of teaching Testing
Participant type	Foreign language learners Second (additional) language learners
Age	Adult learners

Combining methods to investigate writers’ pausing and revision behaviors

Publication	Révész, A., Michel, M., & Lee, M. (2019)
Area of research	Processing Research methods Writing Production
Participant type	Second (additional) language learners Foreign language learners
Age	Adult learners

Teaching formulaic sequences through motivational strategies and mental imagery

Publication	Le-Thi, D., Dörnyei, Z., & Pellicer-Sánchez, A. (2020)
Area of research	Other Mental imagery
Participant type	Second (additional) language learners Foreign language learners
Age	Adult learners
	http://iris-database.org

Planning for an oral task in the first language and the second language

Publication	Aubrey, S., Lambert, C., & Leeming, P. (2020)
Area of research	Production Speaking Other Task preparation Learning
Participant type	Foreign language learners
Age	Adult learners

What brain regions are engaged by implicit learning and how do they relate to language processing?

Publication	Williams, J.N. (2020)
Area of research	Processing Learning Other Neuroscience Meta-analysis Implicit learning Grammar
Participant type	Other Meta-analysis

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What does an ESL teacher think and do when teaching literary texts?

Testing listening with multiple choice tasks: Is the order of the answer options important?

Comparing ratings of writing performances with different rating scales across European countries

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

Individual differences in second language listening: Examining the role of knowledge, metacognitive awareness, memory, and attention

Can meditation improve language learning?

Diagnosing pronunciation errors for Arabic learners of English

Future teachers’ experiences and beliefs shape how they assess second language pronunciation

Why CLIL in Madrid seems to favour all students, independently of their background

The origin of peer feedback: They need to notice the error first

Young infants are highly sensitive to different speech sounds and start to learn some of them while still in the womb

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

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

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

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

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

Combining methods to investigate writers’ pausing and revision behaviors

Teaching formulaic sequences through motivational strategies and mental imagery

Planning for an oral task in the first language and the second language

What brain regions are engaged by implicit learning and how do they relate to language processing?

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