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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 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 BASE Show details 2 Validating assessments for research purposes Revesz, Andrea; Brunfaut, Tineke. - : Routledge, 2021 BASE Show details 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) BASE Show details 4 Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study ... Michel, Marije; Révész, Andrea; Xiaojun Lu. - : SAGE Journals, 2020 BASE Show details 5 Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study ... Michel, Marije; Révész, Andrea; Xiaojun Lu. - : SAGE Journals, 2020 BASE Show details 6 State of the Scholarship INTRODUCTION:Special Issue on Methodological Advances in L2 Writing Processes Research Révész, Andrea; Michel, Marije. - 2019 BASE Show details 7 Exploring second language writers' pausing and revision behaviors:a mixed-methods study Révész, Andrea; Michel, Marije; Lee, Minjin. - 2019 BASE Show details 8 Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity Revesz, Andrea; Kourtali, Nektaria-Efstathia; Mazgutova, Diana. - : Wiley, 2017 BASE Show details 9 Implicit and explicit knowledge of inflectional morphology Rogers, John; Revesz, Andrea; Rebuschat, Patrick. - 2016 BASE Show details 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 BASE Show details 11 Challenges in implicit learning research:validating a novel artificial language Rogers, John; Revesz, Andrea; Rebuschat, Patrick. - : John Benjamins, 2015 BASE Show details 12 The role of task- and listener-characteristics in second language listening Brunfaut, Tineke; Revesz, Andrea. - 2015 BASE Show details 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 Abstract: This article reports on a classroom-based study that investigated the effectiveness of direct written corrective feedback in relation to learner differences in grammatical sensitivity and knowledge of metalanguage. The study employed a pretest–posttest–delayed posttest design with two treatment sessions. Eighty-nine Greek English as a foreign language (EFL) learners were randomly assigned to 3 groups: direct feedback only, direct feedback plus metalinguistic comments, and comparison. The linguistic target was article use for specific and generic plural reference. A text summary and a truth value judgment test were employed to measure any development in learners’ ability to use articles. The results revealed an advantage for receiving direct feedback over no feedback, but provided no clear evidence for the benefit of supplying metalinguistic information. Additionally, participants with greater grammatical sensitivity and knowledge of metalanguage proved more likely to achieve gains in the direct feedback only group. URL: https://doi.org/10.1111/modl.12212 https://eprints.lancs.ac.uk/id/eprint/82716/ BASE Hide details 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 BLLDB OLC Linguistik Show details 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 OLC Linguistik Show details 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 BASE Show details 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 BLLDB OLC Linguistik Show details 18 Text characteristics of task input and difficulty in second language listening comprehension Revesz, Andrea; Brunfaut, Tineke. - 2013 BASE Show details 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 BLLDB OLC Linguistik Show details 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 OLC Linguistik Show details Page: 1 2

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