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Does Prewriting Planning Positively Impact English L2 Students’ Integrated Writing Performance?
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Language learning in context: an investigation of the processing and learning of new linguistic information.
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Does Prewriting Planning Positively Impact English L2 Students’ Integrated Writing Performance?
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In: Canadian Journal of Applied Linguistics; Vol. 24 No. 3 (2021); 166-185 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 3 (2021); 166-185 ; 1920-1818 ; 1481-868X (2021)
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Data of the interaction mindset questionnaire: An initial exploration
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In: Data Brief (2020)
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The effect of task sequencing on second language written lexical complexity, accuracy, and fluency
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L2 writers’ use of outside sources and the related challenges
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Beyond English language proficiency scores: understanding the academic performance of international undergraduate students during the first year of study
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The impact of first language background and visual information on the effectiveness of low-variability input
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Abstract:
This study investigated whether first language (L1) background and visual information impact the effectiveness of skewed and balanced input at promoting pattern detection. Participants ( N =84) were exposed to Esperanto sentences with the transitive construction under skewed (one noun with high token frequency) or balanced (equal token frequency) input conditions while viewing either coloror black-and-white visuals. Their ability to detect the relevant morphological and syntactic features of the transitive construction was tested through a forced-judgment task using novel nouns. The results indicated no significant main effect for visual information or input type. There was, however, a significant main effect for L1 on learners’ detection of the novel pattern. Implications are discussed interms of the potential effect of L1-specific transitive encodings on second language speakers’ ability to abstract novel patterns.
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URL: https://doi.org/10.1017/S0142716414000551 https://eprints.lancs.ac.uk/id/eprint/86233/
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Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing
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Exploring the relationships among student preferences, prewriting tasks, and text quality in an EAP context
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