Search results: Sage Journals

Restricted accessResearch articleFirst published May, 2022

The relative efficacy of input enhancement,input flooding,and output-based instructional approaches in the acquisition of L2 request modifiers

Zahra Fakher Ajabshir

Language Teaching Research

Restricted accessResearch articleFirst published July, 2003

L2 output,reformulation and noticing: Implications for IL development

Rebecca Adams

Language Teaching Research

Restricted accessResearch articleFirst published January, 2017

Effects of three forms of reading-based output activity on L2 vocabulary learning

Ehsan Rassaei

Language Teaching Research

Restricted accessResearch articleFirst published December, 2021

A preliminary study of the relationship between working memory,language experience,and grammatical skill in dual language learners

Kimberly C Jenkins, Raquel T Anderson

International Journal of Bilingualism

Restricted accessResearch articleFirst published March, 2026

L2 learners’ pragmatic output in a face-to-face vs. a computer-guided role-play task: Implications for TBLT

Veronika Timpe-Laughlin, Judit Dombi, Tetyana Sydorenko [...]

Language Teaching Research

Restricted accessResearch articleFirst published July, 2014

Interaction,modality,and word engagement as factors in lexical learning in a Chinese context

Ruiying Niu, Rena Helms-Park

Language Teaching Research

Open accessResearch articleFirst published February, 2025

Learner spoken output and teacher response in second versus foreign language classrooms

Eva Thue Vold

Language Teaching Research

Restricted accessResearch articleFirst published October, 2010

Collaborative and individual output tasks and their effects on learning English phrasal verbs

Hossein Nassaji, Jun Tian

Language Teaching Research

Restricted accessResearch articleFirst published April, 2001

A comparative study of the effects of processing instruction and output-based instruction on the acquisition of the Italian future tense

Alessandro Benati

Language Teaching Research

Restricted accessResearch articleFirst published 2025

Enhancing L2 Learners’ Self-Regulated Speaking Through Digital Oral Dialogue Journaling: An EFL Classroom-based Study

Sihan Zhou, Wing Suet Tso, Scott Aubrey

RELC Journal

Restricted accessResearch articleFirst published May, 2022

The relative efficacy of input enhancement,input flooding,and output-based instructional approaches in the acquisition of L2 request modifiers

Zahra Fakher Ajabshir

Language Teaching Research

Restricted accessResearch articleFirst published July, 2003

L2 output,reformulation and noticing: Implications for IL development

Rebecca Adams

Language Teaching Research

Restricted accessResearch articleFirst published January, 2017

Effects of three forms of reading-based output activity on L2 vocabulary learning

Ehsan Rassaei

Language Teaching Research

Restricted accessResearch articleFirst published December, 2021

A preliminary study of the relationship between working memory,language experience,and grammatical skill in dual language learners

Kimberly C Jenkins, Raquel T Anderson

International Journal of Bilingualism

Restricted accessResearch articleFirst published March, 2026

L2 learners’ pragmatic output in a face-to-face vs. a computer-guided role-play task: Implications for TBLT

Veronika Timpe-Laughlin, Judit Dombi, Tetyana Sydorenko [...]

Language Teaching Research

Restricted accessResearch articleFirst published July, 2014

Interaction,modality,and word engagement as factors in lexical learning in a Chinese context

Ruiying Niu, Rena Helms-Park

Language Teaching Research

Open accessResearch articleFirst published February, 2025

Learner spoken output and teacher response in second versus foreign language classrooms

Eva Thue Vold

Language Teaching Research

Restricted accessResearch articleFirst published October, 2010

Collaborative and individual output tasks and their effects on learning English phrasal verbs

Hossein Nassaji, Jun Tian

Language Teaching Research

Restricted accessResearch articleFirst published April, 2001

A comparative study of the effects of processing instruction and output-based instruction on the acquisition of the Italian future tense

Alessandro Benati

Language Teaching Research

Restricted accessResearch articleFirst published 2025

Enhancing L2 Learners’ Self-Regulated Speaking Through Digital Oral Dialogue Journaling: An EFL Classroom-based Study

Sihan Zhou, Wing Suet Tso, Scott Aubrey

RELC Journal