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  1. Test title workflow roles

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  2. Test title

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  3. What do learners think about studying foreign languages?

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  4. Which factors influence early language learning?

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  5. The role of context in understanding and remembering vocabulary

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  6. Learner motivation in project-based L2 classrooms

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

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

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

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  10. Formulaic sequences and perceived oral proficiency

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  11. Exercises for learning verb-noun collocations

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  12. Experiments on formulaic sequences in a second language

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

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  14. Review of research on teacher cognition in language teaching

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  15. A Bayesian approach to measuring evidence in L2 research: An empirical investigation

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  16. Multiple regression in L2 research

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

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

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  19. Assessing bilingual children – what if testing both languages is not possible?

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  20. How similarity between languages can help language learning

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

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

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  23. Toward a learner-centred definition of formulaic sequences

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

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

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  26. Comparing language learners’ anxiety levels in face-to-face interaction and computer-mediated interaction

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  27. Intercultural exchange online – what do learners think?

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

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  29. How effective is computer assisted language learning?

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  30. How does age affect different domains of language?

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  31. How heritage speakers choose which vowel system to use

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

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  33. Exploring young learners’ foreign language learning awareness

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

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  35. Children using multiple languages together in the classroom: a method for learning and teaching

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

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

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

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

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

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  41. Competing vocabulary teaching methods

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  42. Practical pedagogical recommendations for vocabulary teaching and learning

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

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  44. How internal and external factors influence the development of children’s second language

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  45. Helping young children to develop awareness of the language they are learning

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  46. Reading, language, and memory skills of bilingual and monolingual children aged 9-14

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

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

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

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  50. New teachers’ knowledge of languages and use of languages in the classroom

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

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

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

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  54. 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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  55. Using different types of input activity to improve grammar

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

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

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  58. Effects of written activities on vocabulary learning

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  59. Teaching L2 learners how to listen makes a difference

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

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  61. Words or sentences first? Order of exposure influences the learning of grammatical gender in an artificial language

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

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

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

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  65. L2 learners struggle with gender assignment, not with gender agreement

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

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  67. How the type of communication task influences vocabulary learning

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  68. The influence of age on language learning in and outside the classroom

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  69. The influence of the L1 on L2 word recognition

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  70. How do different feedback techniques influence language learning?

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  71. Is more than one language active during bilingual children’s speech production?

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  72. Creative idioms in English as a Lingua Franca

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  73. The impact of training method on second language learners’ brain activity

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

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  75. Whether learner responses to recasts influence linguistic development

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  76. The relationship between the type of teaching and simple and complex grammatical features

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

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

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  79. Learning foreign vocabulary: Imitation versus retrieval practice

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  80. Production practice improves comprehension skills

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

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  82. The impact of performance pressure on learning Mandarin Chinese tone

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  83. The impact of corrective feedback in L2 perception

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

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

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  86. Does the choice of test format affect language test scores?

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

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  88. Production or comprehension-based grammar teaching: which works better?

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  89. The first days of learning new words and grammar

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  90. How does study abroad influence fluency in a foreign language?

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  91. The influence of reading books in a foreign language on reading proficiency

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  92. The relationship between different feedback techniques and grammar learning

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  93. The link between task type and learners’ use of evaluative language in CLIL lessons

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  94. The effects of early language learning later in life

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  95. Why learn languages? The views of head teachers, teachers and students

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

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  97. Learning new words in conversations

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  98. Teachers and learners as researchers – Integrating pedagogy and research

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  99. Bilinguals are not two monolinguals in one person

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  100. Language learning motivation at the transition from primary to secondary school

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