Part of
Foreign Language Research in Cross-Cultural Perspective
Edited by Kees de Bot, Ralph B. Ginsberg and Claire Kramsch
[Studies in Bilingualism 2] 1991
► pp. 39
Cited by

Cited by 591 other publications

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2014. The comparative effects of advance organizers vs textual enhancement on the acquisition of English passivization. International Journal of Research Studies in Language Learning 3:5 DOI logo
A'lipour, Javad, Manijeh Youhanaee & Hossein Barati
2014. The effectiveness of advance organizers versus textual enhancement on learning inchoatives and unaccusatives. International Journal of Research Studies in Language Learning 1:1 DOI logo
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2021. Learning environment and social inclusion for newly arrived migrant children placed in separate programmes in elementary schools in Norway. Cogent Education 8:1 DOI logo
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2021. Interactionist Approach to Corrective Feedback in Second Language Acquisition. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,  pp. 44 ff. DOI logo
Abdulaziz, Hussam
2019. FORM-FOCUSED INSTRUCTION: ISOLATED OR INTEGRATED?. International Journal of Research -GRANTHAALAYAH 7:6  pp. 276 ff. DOI logo
Abendroth-Timmer, Dagmar & David Gerlach
2021. Handlungsorientierte Spracharbeit. In Handlungsorientierung im Fremdsprachenunterricht,  pp. 97 ff. DOI logo
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2018. Classroom input to accelerate feature reassembly of English generics. Instructed Second Language Acquisition 2:2  pp. 189 ff. DOI logo
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2006. L2 Tasks and Orientation to Form. ITL - International Journal of Applied Linguistics 152  pp. 7 ff. DOI logo
Adams, Rebecca
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2015. Role of focus-on-form instruction, corrective feedback and uptake in second language classrooms: some insights from recent second language acquisition research. The Language Learning Journal 43:1  pp. 57 ff. DOI logo
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Ahmed, Rai Zahoor & Siti Jamilah Bt Bidin
2016. The Effect of Task Based Language Teaching on Writing Skills of EFL Learners in Malaysia. Open Journal of Modern Linguistics 06:03  pp. 207 ff. DOI logo
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2023. Sprachbewusstheit und Schreiben. In Sprachbewusstheit,  pp. 141 ff. DOI logo
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2014. Using Skype to Focus on Form in Japanese Telecollaboration. In Engaging Language Learners through Technology Integration [Advances in Educational Technologies and Instructional Design, ],  pp. 181 ff. DOI logo
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2019. Using Skype to Focus on Form in Japanese Telecollaboration. In Computer-Assisted Language Learning,  pp. 617 ff. DOI logo
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2011. THE LEARNERS’ GRAMMAR AND THEIR SPOKEN ENGLISH COMPETENCIES : A PILOT STUDY. Queen Arwa University Journal 6:6  pp. 24 ff. DOI logo
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2020. A Comparison of Implicit and Explicit Teaching in Terms of Grammar and Writing Skills of Intermediate Learners. Bartın University Journal of Faculty of Education 9:1  pp. 96 ff. DOI logo
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2011. On using intelligent computer-assisted language learning in real-life foreign language teaching and learning. ReCALL 23:1  pp. 4 ff. DOI logo
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2016. Using an online collaborative project between American and Chinese students to develop ESL teaching skills, cross-cultural awareness and language skills. Computer Assisted Language Learning 29:1  pp. 167 ff. DOI logo
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2021. Techno Task. In Handbook of Research on Modern Educational Technologies, Applications, and Management,  pp. 888 ff. DOI logo
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2015. Isolated and Integrated Form-Focused Instruction from Learners’ Perspective. The Asia-Pacific Education Researcher 24:2  pp. 299 ff. DOI logo
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2015. Colaboración con editoriales en la elaboración de libros de texto. Íkala, Revista de Lenguaje y Cultura 19:3 DOI logo
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2021. A case study of one teacher’s introduction to task-based language teaching. Language Teaching for Young Learners 3:1  pp. 137 ff. DOI logo
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2023. Language learning activities in the Spanish L2 classroom related to a task-based framework: What types are the most commonly occurring according to Swedish learners?. Language Teaching Research  pp. 136216882211442 ff. DOI logo
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2018. An Open for Replication Study: The Role of Feedback Timing in Synchronous Computer‐Mediated Communication. Language Learning 68:4  pp. 942 ff. DOI logo
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2013. Computer‐assisted foreign language instruction: task based vs. form focused. Journal of Computer Assisted Learning 29:4  pp. 303 ff. DOI logo
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2010. Improving language production using subtitled similar task videos. Language Teaching Research 14:4  pp. 377 ff. DOI logo
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2020. An Extensive Knowledge Mapping Review of Measurement and Validity in Language Assessment and SLA Research. Frontiers in Psychology 11 DOI logo
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2014. Incidental Focus on Form in an EFL Talk-show Class. Procedia - Social and Behavioral Sciences 98  pp. 267 ff. DOI logo
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2012. The Effect of Incidental Focus on Form and Scaffolding on SL Learners' Accuracy. Procedia - Social and Behavioral Sciences 46  pp. 663 ff. DOI logo
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2018. Chapter 5. The impact of intra-cultural and inter-cultural task repetition on interaction. In Learning Language through Task Repetition [Task-Based Language Teaching, 11],  pp. 117 ff. DOI logo
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2019. “Do You Use English in Your Daily Life?” Undergraduate Students’ Perceptions of Their Extramural Use of English. Journal of Teaching in International Business 30:1  pp. 77 ff. DOI logo
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2004. The Effectiveness of Written Recasts in the Second Language Acquisition of Aspectual Distinctions in French: A Follow‐Up Study. The Modern Language Journal 88:1  pp. 31 ff. DOI logo
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2018. The effects of input enhancement and explicit instruction on developing Iranian lower-intermediate EFL learners’ explicit knowledge of passive voice. Asian-Pacific Journal of Second and Foreign Language Education 3:1 DOI logo
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2011. Comparing native models and peer feedback in promoting noticing through written output. Innovation in Language Learning and Teaching 5:1  pp. 63 ff. DOI logo
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2007. Applying corpus-based findings to form-focused instruction: The case of reported speech. Language Teaching Research 11:3  pp. 319 ff. DOI logo
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2021. Corrective Feedback in Instructional Pragmatics. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,  pp. 429 ff. DOI logo
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2014. Combining isolated and integrated form-focused instruction: effects on productive skills. Language, Culture and Curriculum 27:3  pp. 278 ff. DOI logo
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2017. Does form-focused instruction really make a difference? Potential effectiveness in Jordanian EFL learners’ linguistic and pragmatic knowledge acquisition. Asian-Pacific Journal of Second and Foreign Language Education 2:1 DOI logo
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2022. The Influence of Form-Focused Instruction on the L2 Chinese Oral Production of Korean Native Speakers. Frontiers in Psychology 13 DOI logo
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