| Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R-2 Values |
25 |
| SLA and the Study of Equitable Multilingualism |
19 |
| Materializing 'Competence': Perspectives From International STEM Scholars |
18 |
| Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World |
14 |
| The Effect of Perception of Teacher Characteristics on Spanish EFL Learners' Anxiety and Enjoyment |
14 |
| Measuring Syntactic Complexity in L2 Writing Using Fine-Grained Clausal and Phrasal Indices |
13 |
| Social Dimensions and Processes in Second Language Acquisition: Multilingual Socialization in Transnational Contexts |
13 |
| Setting an Agenda for Positive Psychology in SLA: Theory, Practice, and Research |
10 |
| Essentials of a Theory of Language Cognition |
10 |
| On Language Learner Agency: A Complex Dynamic Systems Theory Perspective |
9 |
| Recognizing Whose Bilingualism? A Critical Policy Analysis of the Seal of Biliteracy |
7 |
| Mixing Grammar Exercises Facilitates Long-Term Retention: Effects of Blocking, Interleaving, and Increasing Practice |
7 |
| Feedback-Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents |
7 |
| Lexical Sophistication as a Multidimensional Phenomenon: Relations to Second Language Lexical Proficiency, Development, and Writing Quality |
7 |
| The Desirable Difficulty Framework as a Theoretical Foundation for Optimizing and Researching Second Language Practice |
6 |
| Differential Roles of Shame and Guilt in L2 Learning: How Bad Is Bad? |
6 |
| Brexit as Linguistic Symptom of Britain Retreating into its Shell? Brexit-Induced Politicization of Language Learning |
6 |
| What Motivates Chinese University Students to Learn Japanese? Understanding Their Motivation in Terms of 'Posture' |
6 |
| The Contributions of Conversation Analysis and Interactional Linguistics to a Usage-Based Understanding of Language: Expanding the Transdisciplinary Framework |
6 |
| A Latent Curve Model Approach To Studying L2N-Gram Development |
5 |
| Promoting Grammatical Development Through Textually Enhanced Captions: An Eye-Tracking Study |
5 |
| L2 Teaching in the Wild: A Closer Look at Correction and Explanation Practices in Everyday L2 Interaction |
5 |
| Material Moments: Teacher and Student Use of Materials in Multilingual Writing Classroom Interactions |
5 |
| Exploring Connections Between First and Second Language Fluency: A Mixed Methods Approach |
5 |
| We're Learning a Lot of New Words': Encountering New L2 Vocabulary Outside of Class |
4 |
| Should We Listen or Read? Modality Effects in Implicit and Explicit Knowledge |
4 |
| Distribution of Practice Effects in the Acquisition and Retention of L2 Mandarin Tonal Word Production |
4 |
| A Bayesian Approach to Measuring Evidence in L2 Research: An Empirical Investigation |
4 |
| Motivation, Comprehensibility, and Accentedness in L2 Spanish: Investigating Motivation as a Time-Varying Predictor of Pronunciation Development |
4 |
| Teacher-Student Relationships and L2 Motivation |
4 |
| Weighing Up Exercises on Phrasal Verbs: Retrieval Versus Trial-and-Error Practices |
4 |
| Developmental Trajectories in L2 Writing Strategy Use: A Self-Regulation Perspective |
4 |
| Using Corpus-Based Register Analysis to Explore the Authenticity of High-Stakes Language Exams: A Register Comparison of TOEFL iBT and Disciplinary Writing Tasks |
4 |
| Exploring the Intersection Between Teachers' Beliefs and Research Findings in Pronunciation Instruction |
4 |
| Heteroglossia and Constructed Dialogue in SLA |
3 |
| Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology |
3 |
| Investigating Distribution of Practice Effects for the Learning of Foreign Language Verb Morphology in the Young Learner Classroom |
3 |
| Retrospective Orientation to Learning Activities and Achievements as a Resource in Classroom Interaction |
3 |
| Pronunciation Instruction Can Improve L2 Learners' Bottom-Up Processing for Listening |
3 |
| The Instructed Learning of Form-Function Mappings in the English Article System |
3 |
| Task Complexity and Modality: Exploring Learners' Experience From the Perspective of Flow |
3 |
| Understanding Task-in-Process Through the Lens of Laughter: Activity Designs, Instructional Materials, Learner Orientations, and Interpersonal Relationships |
3 |
| Instructed Vision: Navigating Grammatical Rules by Using Landmarks for Linguistic Structures in Corrective Feedback Sequences |
3 |
| Epistemological Reorientations and L2 Interactional Settings: A Postscript to the Special Issue |
2 |
| The Role of Context in Young Learners' Processes for Responding to Self-Assessment Items |
2 |
| The Social Lives of Adolescent Study Abroad Learners and Their L2 Development |
2 |
| Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect |
2 |
| A Comparison of Advanced Heritage Language Learners' Peer Interaction Across Modes and Pair Types |
2 |
| A Complex Systems Investigation of Group Work Dynamics in L2 Interactive Tasks |
2 |
| Comprehension and Processing of Paired Sentences in Second Language Reading: A Comparison of Causal and Semantic Relatedness |
2 |
