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Hits 1 – 20 of 37
1
The Effects of Task Repetition on Child EFL Learners’ Oral Performance
Sun, Bo
;
Révész, Andrea
. - : University of New Brunswick, 2021. : Érudit, 2021
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2
Validating assessments for research purposes
Revesz, Andrea
;
Brunfaut, Tineke
. - : Routledge, 2021
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3
The Effects of Task Repetition on Child EFL Learners’ Oral Performance
Sun, Bo
;
Révész, Andrea
In: Canadian Journal of Applied Linguistics; Vol. 24 No. 2 (2021): Special Issue: Insight, Instruction, and Outcomes: Reflections from the TBLT 2019 conference; 30-47 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 2 (2021): Numéro spécial : Perspectives, enseignement et résultats : réflexions de la conférence de 2019 sur l'ELBT; 30-47 ; 1920-1818 ; 1481-868X (2021)
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4
Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study ...
Michel, Marije
;
Révész, Andrea
;
Xiaojun Lu
. - : SAGE Journals, 2020
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5
Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study ...
Michel, Marije
;
Révész, Andrea
;
Xiaojun Lu
. - : SAGE Journals, 2020
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6
State of the Scholarship INTRODUCTION:Special Issue on Methodological Advances in L2 Writing Processes Research
Révész, Andrea
;
Michel, Marije
. - 2019
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7
Exploring second language writers' pausing and revision behaviors:a mixed-methods study
Révész, Andrea
;
Michel, Marije
;
Lee, Minjin
. - 2019
Abstract:
This study investigated the cognitive processes underlying pauses at different textual locations (e.g., within/between words) and various levels of revision (e.g., below word/clause). We used stimulated recall, keystroke logging, and eye-tracking methodology in combination to examine pausing and revision behaviors. Thirty advanced Chinese L2 users of English performed a version of the IELTS Academic Writing Task 2. During the writing task, participants’ key strokes were logged, and their eye movements were recorded. Immediately after the writing task, 12 participants also took part in a stimulated recall interview. The results revealed that, when participants paused at larger textual units, they were more likely to look back in the text and engage in higher-order writing processes. In contrast, during pauses at lower textual units, they tended to view areas closer to the inscription point and engage in lower-order writing processes. Prior to making a revision, participants most frequently had viewed the text that they subsequently revised or their eye gazes had been off-screen. Revisions focused more on language- than content-related issues, but there was a smaller difference in the number of language- and content-focused stimulated recall comments when larger textual units were revised.
URL:
https://doi.org/10.1017/S027226311900024X
https://eprints.lancs.ac.uk/id/eprint/136537/
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8
Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity
Revesz, Andrea
;
Kourtali, Nektaria-Efstathia
;
Mazgutova, Diana
. - : Wiley, 2017
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9
Implicit and explicit knowledge of inflectional morphology
Rogers, John
;
Revesz, Andrea
;
Rebuschat, Patrick
. - 2016
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10
Measuring cognitive task demands using dual task methodology, subjective self-ratings, and expert judgments:a validation study
Révész, Andrea
;
Michel, Marije
;
Gilabert, Roger
. - 2016
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11
Challenges in implicit learning research:validating a novel artificial language
Rogers, John
;
Revesz, Andrea
;
Rebuschat, Patrick
. - : John Benjamins, 2015
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12
The role of task- and listener-characteristics in second language listening
Brunfaut, Tineke
;
Revesz, Andrea
. - 2015
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13
Direct written corrective feedback, learner differences, and the acquisition of second language article use for generic and specific plural reference
Stefanou, Charis
;
Revesz, Andrea
. - 2015
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14
Towards a fuller assessment of cognitive models of task-based learning: investigating task-generated cognitive demands and processes
Révész, Andrea
In:
Applied linguistics. - Oxford : Oxford Univ. Press
35 (2014) 1, 87-92
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15
The Effects of Task Complexity and Input Frequency on the Acquisition of the Past Counterfactual Construction Through Recasts
Révész, Andrea
;
Sachs, Rebecca
;
Hama, Mika
In:
Language learning. - Hoboken, NJ : Wiley
64 (2014) 3, 615-650
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16
Towards a Fuller Assessment of Cognitive Models of Task-Based Learning: Investigating Task-Generated Cognitive Demands and Processes
Révész, Andrea
. - : Oxford University Press, 2014
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17
Text characteristics of task input and difficulty in second language listening comprehension
Révész, Andrea
;
Brunfaut, Tineke
In:
Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press
35 (2013) 1, 31-65
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OLC Linguistik
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18
Text characteristics of task input and difficulty in second language listening comprehension
Revesz, Andrea
;
Brunfaut, Tineke
. - 2013
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19
English in Europe today. Sociocultural and educational perspectives, edited by Annick De Houwer and Antje Wilton-Franklin, Amsterdam, John Benjamins, 2011, IX + 167 pp. [Rezension]
Révész, Andrea
In:
International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group
15 (2012) 3, 380-383
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OLC Linguistik
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20
Tasks, Teacher Feedback, and Learner Modified Output in Naturally Occurring Classroom Interaction
Gurzynski‐Weiss, Laura
;
Révész, Andrea
In:
Language learning. - Hoboken, NJ : Wiley
62 (2012) 3, 851-879
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