Publications

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Enkin, Elizabeth and Errapel Mejías-Bikandi. 2017. The effectiveness of online teaching in an advanced Spanish language course. International Journal of Applied Linguistics 27 (1) : 176–197.
Boakye, Naomi. 2016. The efficacy of socio-affective teaching strategies in a reading intervention: Students’ views and opinions. Language Matters: Studies in the Languages of Africa 47 (3) : 393–414.
DeKeyser, Robert M. and Goretti Prieto Botana. 2015. The Effectiveness of Processing Instruction in L2 Grammar Acquisition: A Narrative Review. Applied Linguistics 36 (3) : 290–305.
Majlesi, Ali Reza. 2014. Finger dialogue: The embodied accomplishment of learnables in instructing grammar on a worksheet. Journal of Pragmatics 64 : 35–51.
Muller, Heidi L. 2012. Where is dialogue in classroom discussion? In Cooren, François and Alain Létourneau, eds. (Re)presentations and Dialogue. (Dialogue Studies 16). John Benjamins. pp. 177–194.
Modiba, Maropeng and Angela Odhiambo. 2009. Teachers' understanding of a Kenyan identity as a basis for their teaching strategies. African Identities 7 (4) : 477–490.
Carrera-Sabaté, Josefina. 2006. Some connections between linguistic change and the written language: The behavior of speakers aged 3 to 20. Language Variation and Change 18 (1) : 15–34.
Morris, Lori. 2002. Age and Uptake in TESL Training: Differing Responses to Declaratively- and Procedurally-Oriented Grammar Instruction. Language Awareness 11 (3) : 192–207.
Martin, D. 1999. La terminologie grammaticale à l'école : facilitateur ou obstacle aux apprentissages? L'exemple de la " suite du verbe". [Grammatical terminology at school : getting easyness or obstacle to learnings ?] Tranel 31 : 13–35.
Steinkamp, Marjorie W. and Yegin Habteyes. 1985. The functional meanings of behaviors : A factor analytic study of motivational orientations in Virgin Islands students. International Journal of Intercultural Relations 9 (2) : 187–203.