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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 Hits 1 – 6 of 6 1 “We are not amused”. The perception of British humour by British and American English L1 users Chen, Xuemei; Dewaele, Jean-Marc. - : Elsevier, 2021 BASE Show details 2 Sustainable development of EFL/ESL learners’ willingness to communicate: the effects of teachers and teaching styles Chen, Xuemei; Dewaele, Jean-Marc; Zhang, T.. - : MDPI, 2021 BASE Show details 3 Data for: Do Particle Verbs Share a Representation with their Root Verbs? Evidence from Structural Priming ... Chen, Xuemei. - : Mendeley, 2021 BASE Show details 4 Data for: Do Particle Verbs Share a Representation with their Root Verbs? Evidence from Structural Priming ... Chen, Xuemei. - : Mendeley, 2021 BASE Show details 5 The Effect of Animacy on Structural Priming: A Replication of Bock, Loebell and Morey (1992) ... Chen, Xuemei. - : Open Science Framework, 2021 BASE Show details 6 EFL Students' Preferences for Written Corrective Feedback: Do Error Types, Language Proficiency, and Foreign Language Enjoyment Matter? Zhang, Tiefu; Chen, Xuemei; Hu, Jiehui; Ketwan, Pattarapon In: Front Psychol (2021) Abstract: Using both quantitative and qualitative approaches, this study investigated the preference of learners of English as a foreign language (EFL) for four types of written corrective feedback (WCF), which are often discussed in the literature, on grammatical, lexical, orthographic, and pragmatic errors. In particular, it concerned whether such preference is influenced by two learner variables, namely, foreign language enjoyment (FLE) and proficiency level. The preference for selective vs. comprehensive WCF was also examined. The participants in the study were 117 University students in a Thai EFL context. Analysis of questionnaire data revealed a tendency for learners to prefer more explicit types of WCF (i.e., metalinguistic explanation and overt correction) for most error types, irrespective of their proficiency and FLE level. High proficiency level learners rated less explicit WCF types (i.e., underlining and error code) as useful to some degree, whereas their low proficiency level counterparts did not. Similar results were found for the two FLE groups. Besides, the FLE level seemed to play a role in perceiving the value of WCF in terms of scope. The results of follow-up interviews showed that the linguistic features of learners' first language, existing knowledge of the target language, affective feelings, and teacher's role were the main factors contributing to variation in learners' preferences. Possible pedagogical implications are discussed. Keyword: Psychology URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8060554/ https://doi.org/10.3389/fpsyg.2021.660564 BASE Hide details

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