Research Guides

▒ Learning Psychology
 

Learning Psychology

  

On This Page

 

Subject Encyclopedia Articles

  

Handbook Chapters

  • DeKeyser, R., & Juffs, A. (2005). Cognitive considerations in L2 learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 437–454). Mahwah, NJ: Erlbaum.
  • Dekeyser, R., & Koeth, J. (2011). Cognitive aptitudes for second language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 395–406). New York, NY: Routledge.
  • Ioup, G. (2005). Age in second language development. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 419–435). Mahwah, NJ: Erlbaum.
  

Review Articles

   

Introductory Books

  • Brown, H. D. (2014). Principles of language learning and teaching: A course in second language acquisition (6th ed.). White Plains, NY: Pearson Education.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Erlbaum.
  • Gardner, R. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, England: Arnold.
  • Kemmerer, D. (2015). Cognitive neuroscience of language. New York, NY: Psychology Press.
  • Skehan, P. (1998). A cognitive approach to language learning. Oxford, England: Oxford University Press.
    

Recent Articles in IGSE Journals

2016

  • Adams, C. M., Ware, J. K., Miskell, R. C., & Forsyth, P. B. (2016). Self-regulatory climate: A positive attribute of public schools. The Journal of Educational Research, 109(2), 169–180. http://doi.org/10.1080/00220671.2014.934419
  • Allen, D., & Katayama, A. (2016). Relative second language proficiency and the giving and receiving of written peer feedback. System, 56, 96–106. http://doi.org/10.1016/j.system.2015.12.002
  • Alrabai, F. (2016). The effects of teachers’ in-class motivational intervention on learners’ EFL achievement. Applied Linguistics, 37(3), 307–333. http://doi.org/10.1093/applin/amu021
  • Altman, C., Armon-Lotem, S., Fichman, S., & Walters, J. (2016). Macrostructure, microstructure, and mental state terms in the narratives of English–Hebrew bilingual preschool children with and without specific language impairment. Applied Psycholinguistics, 37(1), 165–193. http://doi.org/10.1017/S0142716415000466
  • Amengual, M. (2016). The perception of language-specific phonetic categories does not guarantee accurate phonological representations in the lexicon of early bilinguals. Applied Psycholinguistics, 37(5), 1221–1251. http://doi.org/10.1017/S0142716415000557
  • Anam, S., & Stracke, E. (2016). Language learning strategies of Indonesian primary school students: in relation to self-efficacy beliefs. System, 60, 1–10. http://doi.org/10.1016/j.system.2016.05.001
  • Ashtarian, S., & Weisi, H. (2016). A comparative study of the use of affective markers in supervision comments: Case of native versus non-native supervision comments. RELC Journal, 47(2), 161–173. http://doi.org/10.1177/0033688216631172
  • Back, M. (2016). Epistemics and expertise in peer tutoring interactions: Co-constructing knowledge of Spanish. The Modern Language Journal, 100(2), 508–521. http://doi.org/10.1111/modl.12334
  • Baik, J., Kim, Y., & Lee, S.-Y. (2016). 인지•심리적 요인이 제2언어 습득에 미치는 영향 - 구조방정식 모형을 통한 재조명 Cognitive and affective factors on second language acquisition: A structural equation model. 응용언어학/Korean Journal of Applied Linguistics, 32(2), 175–198. Retrieved from http://www.riss.kr/link?id=A101958530
  • Bakadorova, O., & Raufelder, D. (2016). Do socio-motivational relationships predict achievement motivation in adolescents with high and low school self-concepts? The Journal of Educational Research, 109(3), 219–231. http://doi.org/10.1080/00220671.2014.942031
  • Barrios, S., Jiang, N., & Idsardi, W. J. (2016). Similarity in L2 phonology: evidence from L1 Spanish late-learners perception and lexical representation of English vowel contrasts. Second Language Research, 32(3), 367–395. http://doi.org/10.1177/0267658316630784
  • Bell, K. J. S., & Willis, W. G. (2016). Teachers’ perceptions of bullying among youth. The Journal of Educational Research, 109(2), 159–168. http://doi.org/10.1080/00220671.2014.931833
  • Bernales, C. (2016). Conflicting pathways to participation in the FL classroom: L2 speech production vs. L2 thought processes. Foreign Language Annals, 49(2), 367–383. http://doi.org/10.1111/flan.12200
  • Bernales, C. (2016). Towards a comprehensive concept of Willingness to Communicate: learners’ predicted and self-reported participation in the foreign language classroom. System, 56, 1–12. http://doi.org/10.1016/j.system.2015.11.002
  • Biedro?, A., & Pawlak, M. (2016). New conceptualizations of linguistic giftedness. Language Teaching, 49(2), 151–185. http://doi.org/10.1017/S0261444815000439
  • Bleses, D., Makransky, G., Dale, P. S., HøJen, A., & Ari, B. A. (2016). Early productive vocabulary predicts academic achievement 10 years later. Applied Psycholinguistics, 37(6), 1461–1476. http://doi.org/10.1017/S0142716416000060
  • Bodnar, S., Cucchiarini, C., Strik, H., & van Hout, R. (2016). Evaluating the motivational impact of CALL systems: Current practices and future directions. Computer Assisted Language Learning, 29(1), 186–212. http://doi.org/10.1080/09588221.2014.927365
  • Bohnacker, U. (2016). Tell me a story in English or Swedish: Narrative production and comprehension in bilingual preschoolers and first graders. Applied Psycholinguistics, 37(1), 19–48. http://doi.org/10.1017/S0142716415000405
  • Bridgeman, B., Cho, Y., & DiPietro, S. (2016). Predicting grades from an English language assessment: The importance of peeling the onion. Language Testing, 33(3), 307–318. http://doi.org/10.1177/0265532215583066
  • Bylund, E., & Ramirez-Galan, P. (2016). Language aptitude in first language attrition: a study on late Spanish-Swedish bilinguals. Applied Linguistics, 37(5), 621–638. http://doi.org/10.1093/applin/amu055
  • Caplan, D., Waters, G., Bertram, J., Ostrowski, A., & Michaud, J. (2016). Effects of written and auditory language-processing skills on written passage comprehension in middle and high school students. Reading Research Quarterly, 51(1), 67–92. http://doi.org/10.1002/rrq.126
  • Cardimona, K., Smith, P., & Roberts, L. S. (2016, September). Lexical organization in second language acquisition: Does the critical period matter? TESOL Journal, 7(3), 540–565. http://doi.org/10.1002/tesj.219
  • Carrol, G., Conklin, K., & Gyllstad, H. (2016). Found in translation: The influence of the L1 on the reading of idioms in a L2. Studies in Second Language Acquisition, 38(3), 403–443. http://doi.org/10.1017/S0272263115000492
  • Casillas, J. V., & Simonet, M. (2016). Production and perception of the English /ae/-/a/ contrast in switched-dominance speakers. Second Language Research, 32(2), 171–195. http://doi.org/10.1177/0267658315608912
  • Cha, Y. J., & Kim, H. S. (2016). An alternative method for vocabulary learning using quizlet. 영상영어교육/STEM Journal, 17(1), 117–144. Retrieved from http://www.riss.kr/link?id=A101788925
  • Chang, C.-J., & Huang, C.-C. (2016). Mother–child talk during joint book reading in two social classes in Taiwan: Interaction strategies and information types. Applied Psycholinguistics, 37(2), 387–410. http://doi.org/10.1017/S0142716415000041
  • Chang, C., Chang, C.-K., & Shih, J.-L. (2016). Motivational strategies in a mobile inquiry-based language learning setting. System, 59, 100–115. http://doi.org/10.1016/j.system.2016.04.013
  • Chang, P. (2016). EFL doctoral students conceptions of authorial stance in academic research writing: An exploratory study. RELC Journal, 47(2), 175–192. http://doi.org/10.1177/0033688215609215
  • Chang, S.-Y., & Liu, Y. (2016). From problem-orientedness to goal-orientedness: re-conceptualizing communication strategies as forms of intra-mental and inter-mental mediation. System, 61, 43–54. http://doi.org/10.1016/j.system.2016.07.009
  • Cho, E., Park, M.-K., Chung, W., & Nam, J. W. (2016). Selectional restriction and chord sequence incongruities - Further evidence from event-related potentials in processing language and music. 담화와 인지/Discourse and Cognition, 23(3), 73–102. Retrieved from http://www.dbpia.co.kr/Article/NODE07026985
  • Cho, H. (2016). Task dependency effects of collaboration in learners’ corpus consultation: An exploratory case study. ReCALL, 28(1), 44–61. http://doi.org/10.1017/S0958344015000130
  • Cho, M. (2016). L2 motivational self system of Korean high school and university learners of English: A structural equation modeling approach. 응용언어학/Korean Journal of Applied Linguistics, 32(1), 27–50. Retrieved from http://www.riss.kr/link?id=A101958522
  • Choe, H. (2016). Identity formation of Filipino ESL teachers teaching Korean students in the Philippines: how negative and positive identities shape ELT in the outer circle. English Today, 32(1), 5–11. http://doi.org/10.1017/S0266078415000553
  • Chui, H. L., Liu, Y., & Mak, B. C. N. (2016). Code-switching for newcomers and veterans: A mutually-constructed discourse strategy for workplace socialization and identification. International Journal of Applied Linguistics, 26(1), 25–51. http://doi.org/10.1111/ijal.12078
  • Daniel, S. M., Martin-Beltrán, M., Peercy, M. M., & Silverman, R. (2016). Moving beyond yes or no?: shifting from over-scaffolding to contingent scaffolding in literacy instruction with emergent bilingual students. TESOL Journal, 7(2), 393–420. http://doi.org/10.1002/tesj.213
  • Davidson, T., Guénette, D., & Simard, D. (2016). Beyond integrativeness: a validation of the L2 self model among Francophone learners of ESL. Canadian Modern Language Review, 72(3), 287–311. http://doi.org/10.3138/cmlr.2319
  • de Boer, A., & Pijl, S. J. (2016). The acceptance and rejection of peers with ADHD and ASD in general secondary education. The Journal of Educational Research, 109(3), 325–332. http://doi.org/10.1080/00220671.2014.958812
  • De Naeghel, J., Van Keer, H., Vansteenkiste, M., Haerens, L., & Aelterman, N. (2016). Promoting elementary school students’ autonomous reading motivation: Effects of a teacher professional development workshop. The Journal of Educational Research, 109(3), 232–252. http://doi.org/10.1080/00220671.2014.942032
  • Dembo, R., Wareham, J., Schmeidler, J., & Winters, K. C. (2016). Exploratory two-level analysis of individual- and school-level factors on truant youth emotional/psychological functioning. The Journal of Educational Research, 109(6), 596–607. http://doi.org/10.1080/00220671.2014.1002881
  • Denhovska, N., Serratrice, L., & Payne, J. (2016). Acquisition of second language grammar under incidental learning conditions: The role of frequency and working memory. Language Learning, 66(1), 159–190. http://doi.org/10.1111/lang.12142
  • Dikilita?, K., & Mumford, S. E. (2016). Supporting the writing up of teacher research: peer and mentor roles. ELT Journal, 70(4), 371–381. http://doi.org/10.1093/elt/ccw014
  • Effiong, O. (2016). Getting them speaking: classroom social factors and foreign language anxiety. TESOL Journal, 7(1), 132–161. http://doi.org/10.1002/tesj.194
  • Ender, A. (2016). Implicit and explicit cognitive processes in incidental vocabulary acquisition. Applied Linguistics, 37(4), 536–560. http://doi.org/10.1093/applin/amu051
  • Eren, A., & Coskun, H. (2016). Students’ level of boredom, boredom coping strategies, epistemic curiosity, and graded performance. The Journal of Educational Research, 109(6), 574–588. http://doi.org/10.1080/00220671.2014.999364
  • Fleischmann, F., & de Haas, A. (2016). Explaining parents’ school involvement: The role of ethnicity and gender in the Netherlands. The Journal of Educational Research, 109(5), 554–565. http://doi.org/10.1080/00220671.2014.994196
  • Fortuin, J., Geel, M. van, & Vedder, P. (2016). Peers and academic achievement: A longitudinal study on selection and socialization effects of in-class friends. The Journal of Educational Research, 109(1), 1–6. http://doi.org/10.1080/00220671.2014.917257
  • Franklin, B. J., & Trouard, S. B. (2016). Comparing dropout predictors for two state-level panels using Grade 6 and Grade 8 data. The Journal of Educational Research, 109(6), 631–639. http://doi.org/10.1080/00220671.2015.1016601
  • Fukuta, J. (2016). Potential methodological biases in research on learning without awareness. Applied Linguistics, 37(1), 121–127. http://doi.org/10.1093/applin/amv022
  • Gagarina, N. (2016). Narratives of Russian–German preschool and primary school bilinguals: Rasskaz and Erzaehlung. Applied Psycholinguistics, 37(1), 91–122. http://doi.org/10.1017/S0142716415000430
  • Gagarina, N., Klop, D., Tsimpli, I. M., & Walters, J. (2016). Narrative abilities in bilingual children. Applied Psycholinguistics, 37(1), 11–17. http://doi.org/10.1017/S0142716415000399
  • Gámez, P. B., Lesaux, N. K., & Rizzo, A. A. (2016). Narrative production skills of language minority learners and their English-only classmates in early adolescence. Applied Psycholinguistics, 37(4), 933–961. http://doi.org/10.1017/S0142716415000314
  • García-Sánchez, S., & Luján-García, C. (2016). Ubiquitous knowledge and experiences to foster EFL learning affordances. Computer Assisted Language Learning, 29(7), 1169–1180. http://doi.org/10.1080/09588221.2016.1176047
  • Gathercole, V. C. M., Stadthagen-Gonzalez, H., Perez-Tattam, R., & Yavas, F. (2016). Semantic and conceptual factors in Spanish-English bilinguals processing of lexical categories in their two languages. Second Language Research, 32(4), 537–562. http://doi.org/10.1177/0267658316657134
  • Gilbert, M. C. (2016). Relating aspects of motivation to facets of mathematical competence varying in cognitive demand. The Journal of Educational Research, 109(6), 647–657. http://doi.org/10.1080/00220671.2015.1020912
  • Godfroid, A. (2016). The effects of implicit instruction on implicit and explicit knowledge development. Studies in Second Language Acquisition, 38(2), 177–215. http://doi.org/10.1017/S0272263115000388
  • Goldschmidt, M., Scharfenberg, F.-J., & Bogner, F. X. (2016). Instructional efficiency of different discussion approaches in an outreach laboratory: Teacher-guided versus student-centered. The Journal of Educational Research, 109(1), 27–36. http://doi.org/10.1080/00220671.2014.917601
  • Goodrich, K. M., & Luke, M. (2016). Navigating the complexities at an LGBTQQI-identified charter school: An ethnography of c/overt narratives. The Journal of Educational Research, 109(2), 137–147. http://doi.org/10.1080/00220671.2014.927342
  • Gottfried, M., Le, V.-N., & Datar, A. (2016). English language learners and kindergarten entry age: Achievement and social-emotional effects. The Journal of Educational Research, 109(4), 424–435. http://doi.org/10.1080/00220671.2014.979909
  • Granena, G. (2016). Cognitive aptitudes for implicit and explicit learning and information-processing styles: An individual differences study. Applied Psycholinguistics, 37(3), 577–600. http://doi.org/10.1017/S0142716415000120
  • Gu, M. (Michelle), & Cheung, D. S. (2016). Ideal L2 self, acculturation, and Chinese language learning among South Asian students in Hong Kong: a structural equation modelling analysis. System, 57, 14–24. http://doi.org/10.1016/j.system.2016.01.001
  • Guilloteaux, M.-J. (2016). Student engagement during EFL high school lessons in Korea: An experience-sampling study. 외국어교육/Foreign Languages Education, 23(1), 21–46. Retrieved from http://www.riss.kr/link?id=A102073514
  • Hamilton, S., Freed, E., & Long, D. L. (2016). Word-decoding skill interacts with working memory capacity to influence inference generation during reading. Reading Research Quarterly, 51(4), 391–402. http://doi.org/10.1002/rrq.148
  • Han, I. (2016). Academic high school students’ perceptions of quality English teachers and teaching. 영어교육연구/English Languae Teaching, 28(2), 1–27. Retrieved from http://www.riss.kr/link?id=A101958672
  • Han, J.-I., & Choi, T.-H. (2016). The influence of spelling on the production and storage of words with allophonic variants of /h/ in Korean. Applied Psycholinguistics, 37(4), 757–780. http://doi.org/10.1017/S0142716415000235
  • Hanamoto, H. (2016). How participants in English as a Lingua Franca (ELF) employ communication strategies: multiple realities in minimal responses in ELF. Asian Englishes, 18(3), 181–196. http://doi.org/10.1080/13488678.2016.1229832
  • Hanson-Smith, E. (2016). Games, gaming, and gamification: some aspects of motivation. TESOL Journal, 7(1), 227–232. http://doi.org/10.1002/tesj.233
  • Hashimoto, R. (2016). How I became a “different” English speaker and listener. TESOL Journal, 7(1), 246–248. http://doi.org/10.1002/tesj.231
  • Heo, Y., & Lee, E. (2016). 만화 및 문맥을 활용한 어휘 학습이 고등학생의 영어 어휘 학습 및 태도에 미치는 영향 The effects of using comic strips and contexts on the vocabulary learning and attitudes of Korean high school students. 외국어교육/Foreign Languages Education, 23(2), 201–227. Retrieved from http://www.riss.kr/link?id=A102073518
  • Holmes, V.-L., & Hwang, Y. (2016). Exploring the effects of project-based learning in secondary mathematics education. The Journal of Educational Research, 109(5), 449–463. http://doi.org/10.1080/00220671.2014.979911
  • Hopp, H. (2016). The timing of lexical and syntactic processes in second language sentence comprehension. Applied Psycholinguistics, 37(5), 1253–1280. http://doi.org/10.1017/S0142716415000569
  • Hsu, L. (2016). An empirical examination of EFL learners’ perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training. Computer Assisted Language Learning, 29(5), 881–900. http://doi.org/10.1080/09588221.2015.1069747
  • Hsu, T. H.-L. (2016). Removing bias towards World Englishes: The development of a Rater Attitude Instrument using Indian English as a stimulus. Language Testing, 33(3), 367–389. http://doi.org/10.1177/0265532215590694
  • Huang, H., & Liang, G. (2016). Parental cultural capital and student school performance in mathematics and science across nations. The Journal of Educational Research, 109(3), 286–295. http://doi.org/10.1080/00220671.2014.946122
  • Huerta, M., Tong, F., Irby, B. J., & Lara-Alecio, R. (2016). Measuring and comparing academic language development and conceptual understanding via science notebooks. The Journal of Educational Research, 109(5), 503–517. http://doi.org/10.1080/00220671.2014.992582
  • Huh, J. (2016). 통역 수업 학습자 불안에 관한 연구 Interpreting classroom anxiety in student interpreters. 번역학연구/The Journal of Traslation Studies, 17(1), 171–197. Retrieved from http://www.riss.kr/link?id=A101821405
  • Iida, A. (2016). Exploring earthquake experiences: a study of second language learners’ ability to express and communicate deeply traumatic events in poetic form. System, 57, 120–133. http://doi.org/10.1016/j.system.2016.02.004
  • Inceoglu, S. (2016). Effects of perceptual training on second language vowel perception and production. Applied Psycholinguistics, 37(5), 1175–1199. http://doi.org/10.1017/S0142716415000533
  • Inoue, S. (2016). Learning English as a “half” somewhere else person. TESOL Journal, 7(2), 494–496. http://doi.org/10.1002/tesj.243
  • Jarvis, S. (2016). Clarifying the scope of conceptual transfer. Language Learning, 66(3), 608–635. http://doi.org/10.1111/lang.12154
  • Jäschke, K., & Plag, I. (2016). The dative alternation in German-English interlanguage. Studies in Second Language Acquisition, 38(3), 485–521. http://doi.org/10.1017/S0272263115000261
  • Jenks, C. J., & Lee, J. W. (2016). Heteroglossic ideologies in world Englishes: An examination of the Hong Kong context. International Journal of Applied Linguistics, 26(3), 384–402. http://doi.org/10.1111/ijal.12135
  • Jensen, J. D., Christy, K., Krakow, M., John, K., & Martins, N. (2016). Narrative transportability, leisure reading, and genre preference in children 9–13 years old. The Journal of Educational Research, 109(6), 666–674. http://doi.org/10.1080/00220671.2015.1034351
  • Jeon, T., & Ahn, K. (2016). 어휘 집중 과업활동 수업이 초등영어 학습자의 어휘 능력과 어휘 학습 태도에 미치는 효과 The effects of English lessons with vocabulary focused task activities on elementary students’ vocabulary skills and learning attitudes. 영어교육연구/English Languae Teaching, 28(1), 259–283. Retrieved from http://www.riss.kr/link?id=A101823138
  • Jeong, M.-H., & Jo, I. J. (2016). 다시 이야기하기 활동이 중학생의 영어 말하기 능력과학습태도에 미치는 영향 The effects of story retelling on middle school students’ English speaking ability and learning attitudes. 영어교육연구/English Languae Teaching, 28(3), 131–163. Retrieved from http://www.riss.kr/link?id=A102117071
  • Jian, Y.-C. (2016). Fourth graders’ cognitive processes and learning strategies for reading illustrated biology texts: eye movement measurements. Reading Research Quarterly, 51(1), 93–109. http://doi.org/10.1002/rrq.125
  • Jiang, L., & Luk, J. (2016). Multimodal composing as a learning activity in English classrooms: inquiring into the sources of its motivational capacity. System, 59, 1–11. http://doi.org/10.1016/j.system.2016.04.001
  • Johnson, M. D., & Nicodemus, C. L. (2016). Testing a threshold: an approximate replication of Johnson, Mercado & Acevedo 2012. Language Teaching, 49(2), 251–274. http://doi.org/10.1017/S0261444815000087
  • Jung, E., & Zhang, Y. (2016). Parental involvement, children’s aspirations, and achievement in new immigrant families. The Journal of Educational Research, 109(4), 333–350. http://doi.org/10.1080/00220671.2014.959112
  • Jung, J. (2016). Effects of task complexity on L2 reading and L2 learning. 영어교육/ENGLISH TEACHING, 71(4), 141–166. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010025058661
  • Kang, D. (2016). L2 motivation and self-determination in Korean EFL university contexts. 외국어교육/Foreign Languages Education, 23(1), 1–20. Retrieved from http://www.riss.kr/link?id=A102073515
  • Kang, H. A. (2016). Reading fluency and listening comprehension abilities as predictors of reading comprehension. 영어교육/ENGLISH TEACHING, 71(1), 3–24. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024824270
  • Kang, H.-S., & Kim, I. (2016). Heritage language self-assessment: The role of cultural identity and language domain. 응용언어학/Korean Journal of Applied Linguistics, 32(3), 27–50. Retrieved from http://www.riss.kr/link?id=A102074940
  • Kang, S. H. K. C. K. (2016). Asymmetry of L2 learners’ implicit and explicit knowledge of unpaired English unaccusatives. 영어교육/ENGLISH TEACHING, 71(1), 47–71. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024824294
  • Kapalková, S., Polišenská, K., Marková, L., & Fenton, J. (2016). Narrative abilities in early successive bilingual Slovak–English children: A cross-language comparison. Applied Psycholinguistics, 37(1), 145–164. http://doi.org/10.1017/S0142716415000454
  • Karlen, Y. (2016). Differences in students’ metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners. The Journal of Educational Research, 109(3), 253–265. http://doi.org/10.1080/00220671.2014.942895
  • Karlsen, J., Geva, E., & Lyster, S.-A. (2016). Cognitive, linguistic, and contextual factors in Norwegian second language learner’s narrative production. Applied Psycholinguistics, 37(5), 1117–1145. http://doi.org/10.1017/S014271641500051X
  • Kerfoot, C., & Bello-Nonjengele, B. O. (2016). Game changers? multilingual learners in a Cape Town primary school. Applied Linguistics, 37(4), 451–473. http://doi.org/10.1093/applin/amu044
  • Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A., & Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50(1), 154–180. http://doi.org/10.1002/tesq.204
  • Kikuchi, K., & Sakai, H. (2016). Factors on changes of English learning motivation: a content analysis of motivating and demotivating experiences. JALT Journal, 38(2), 119–147.
  • Kim, C. E. (2016). A subject-indirect object asymmetry in L2 processing of English RCs. 영어어문교육/English Language & Literature Teaching, 22(1), 45–64. Retrieved from http://www.riss.kr/link?id=A101856052
  • Kim, C.-E. (2016). Processing direct object and oblique relative clauses. 어학연구/Language Research, 52(2), 151–170. Retrieved from http://www.dbpia.co.kr/Article/NODE07001787
  • Kim, E. J. (2016). Korean learners rule learning under incidental, rule-search, and instructed conditions. 영어교육/ENGLISH TEACHING, 71(2), 31–60. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024893241
  • Kim, H., & Rah, Y. (2016). Effects of verb semantics and proficiency in second language use of constructional knowledge. The Modern Language Journal, 100(3), 716–731. http://doi.org/10.1111/modl.12345
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