Home Assessing English language learners’ collocation knowledge: a systematic review of receptive and productive measurements
Article
Licensed
Unlicensed Requires Authentication

Assessing English language learners’ collocation knowledge: a systematic review of receptive and productive measurements

  • Chen Ding ORCID logo , Barry Lee Reynolds ORCID logo EMAIL logo , Csaba Z. Szabo ORCID logo and Griet Boone ORCID logo
Published/Copyright: January 4, 2024
International Review of Applied Linguistics in Language Teaching
From the journal International Review of Applied Linguistics in Language Teaching Volume 63 Issue 2

Abstract

Since collocation knowledge is integral to second language vocabulary depth, it necessitates a careful examination of various measurement approaches. To this end, the current paper provides an overview and evaluation of extant collocation measurements used in empirical studies on L2 English (N = 153) published between 1980 and 2023 indexed in the SSCI, SCIE, AHCI, SCOPUS, and ERIC databases. Six instruments, seven item formats, and three other assessment tools were identified and reviewed for the assessment of receptive and productive collocation knowledge. The review focused on the collocation knowledge measured by each tool, the instrument and/or item format employed, item design, reported reliability, and potential drawbacks of employing each instrument and item format in research or practice. The review proposes several theoretical and practical considerations for future assessments of and research on English collocation knowledge.

Keywords: collocation; receptive and productive knowledge; collocation measurement; instruments; item formats
Corresponding author: Barry Lee Reynolds, Faculty of Education, 59193 University of Macau , Room 1014, FED Building (E33), Avenida da Universidade, Taipa, Macau SAR, China; and Centre for Cognitive and Brain Sciences, University of Macau, Taipa, Macau SAR, China, E-mail:

Funding source: Universidade de Macau

Award Identifier / Grant number: MYRG2019-00030-FED

  1. Research funding: The current study was supported by the University of Macau under grant number MYRG-GRG2023-00112-FED.

References

Altenberg, Bengt. 1998. On the phraseology of spoken English: The evidence of recurrent word-combinations. In Anthony P. Cowie (ed.), Phraseology: Theory, analysis and applications, 101–122. Oxford: Oxford University Press.10.1093/oso/9780198294252.003.0005Search in Google Scholar

Anthony, Laurence. 2018. AntConc (Version 3.5.7). Tokyo, Japan: Waseda University. Available at: https://www.laurenceanthony.net/software.Search in Google Scholar

Bahns, Jens & Moira Eldaw. 1993. Should we teach EFL students collocations? System 21(1). 101–114. https://doi.org/10.1016/0346-251X(93)90010-E.Search in Google Scholar

Baldwin, Timothy & Su Nam Kim. 2010. Multiword expressions. In Nitin Indurkhya & Fred J. Damerau (eds.), Handbook of natural language processing, 267–292. Boca Raton: CRC Press.Search in Google Scholar

Beglar, David & Paul Nation. 2007. A vocabulary size test. The Language Teacher 31(7). 9–13.Search in Google Scholar

Benson, Morton, Benson Evelyn & Ilsen F. Robert. 1986. The BBI combinatory dictionary of English: A guide to word combinations. Amsterdam, Netherlands: John Benjamins.10.1075/z.bbi1(1st)Search in Google Scholar

Bestgen, Yves. 2017. Beyond single-word measures: L2 writing assessment, lexical richness and formulaic competence. System 69. 65–78. https://doi.org/10.1016/j.system.2017.08.004.Search in Google Scholar

Biber, Douglas, Conrad Susan & Leech Geoffrey. 2002. Longman student grammar of spoken and written English. Harlow: Longman.Search in Google Scholar

Boers, Frank. 2011. Cognitive semantic ways of teaching figurative phrases: An assessment. Review of Cognitive Linguistics 9(1). 227–261. https://doi.org/10.1075/ml.9.1.11boe.Search in Google Scholar

Boers, Frank. 2013. Cognitive Linguistic approaches to teaching vocabulary: Assessment and integration. Language Teaching 46(2). 208–224. https://doi.org/10.1017/S0261444811000450.Search in Google Scholar

Boers, Frank. 2020. Factors affecting the learning of multiword items. In Stuart Webb (ed.), The Routledge handbook of vocabulary studies, 143–157. New York: Routledge.10.4324/9780429291586-10Search in Google Scholar

Boers, Frank, Eyckmans June, Kappel Jenny, Stengers Hélène & Demecheleer Murielle. 2006. Formulaic sequences and perceived oral proficiency: Putting a Lexical Approach to the test. Language Teaching Research 10(3). 245–261. https://doi.org/10.1191/1362168806lr195oa.Search in Google Scholar

Boers, Frank, Lindstromberg Seth & Eyckmans June. 2014. Some explanations for the slow acquisition of L2 collocations. Vigo International Journal of Applied Linguistics 11(1). 41–62.Search in Google Scholar

Boone, Griet, De Wilde Vanessa & Eyckmans June. 2022. A longitudinal study into learners’ productive collocation knowledge in L2 German and factors affecting the learning. Studies in Second Language Acquisition 45(2). 503–525. https://doi.org/10.1017/S0272263122000377.Search in Google Scholar

Bonk, William J. 2000. Testing ESL learners’ knowledge of collocations. In Thom Hudson & James Dean Brown (eds.), A focus on language test development, 113–142. Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Center.Search in Google Scholar

Brown, Dale. 2018. Developing a measure of L2 learners’ productive knowledge of English collocations. Wales, UK: Cardiff University dissertation.Search in Google Scholar

Choi, Sungmook. 2017. Processing and learning of enhanced English collocations: An eye movement study. Language Teaching Research 21(3). 403–426. https://doi.org/10.1177/1362168816653271.Search in Google Scholar

Chou, Mu-Hsuan. 2019. Task-supported language teaching to enhance young EFL adolescent learners’ comprehension and production of English phrasal verbs in Taiwan. Education 3-13 48(4). 455–470. https://doi.org/10.1080/03004279.2019.1617328.Search in Google Scholar

Conklin, Kathy, Pellicer-Sánchez Ana & Carrol Gareth. 2018. Eye-tracking: A guide for applied linguistics research. Cambridge, UK: Cambridge University Press.10.1017/9781108233279Search in Google Scholar

Cooper, Harris (ed.). 2017. Research synthesis and meta-analysis: A step-by-step approach. Thousand Oaks, California: Sage Publications, Inc.10.4135/9781071878644Search in Google Scholar

Cowie, Anthony P. 1994. Phraseology. In Ronald E. Asher (ed.), The Encyclopedia of language and linguistics, 3168–3171. Oxford, UK: Pergamon.Search in Google Scholar

Ellis, Rod. 1983. Formulaic speech in early classroom second language development. In Jean Handscome, Richard A. Orem & Barry P. Taylor (eds.), On TESOL ’83: The question of control, 23–28. Washington, DC: TESOL.Search in Google Scholar

Erman, Britt & Beatrice Warren. 2000. The idiom principle and the open choice principle. Text-Interdisciplinary Journal for the Study of Discourse 20(1). 29–62. https://doi.org/10.1515/text.1.2000.20.1.29.Search in Google Scholar

Fazlali, Behnaz & A. Shahini. 2019. The effect of input enhancement and consciousness-raising techniques on the acquisition of lexical and grammatical collocation of Iranian EFL learners. TESL-EJ 24(2). 1–21.Search in Google Scholar

Fernández, González & Norbert Schmitt. 2015. How much collocation knowledge do L2 learners have? The effects of frequency and amount of exposure. ITL – International Journal of Applied Linguistics 166(1). 94–126. https://doi.org/10.1075/itl.166.1.03fer.Search in Google Scholar

Gablasova, Dana, Brezina Vaclav & McEnery Tony. 2017. Collocations in corpus-based language learning research: Identifying, comparing, and interpreting the evidence. Language Learning 67(S1). 155–179. https://doi.org/10.1111/lang.12225.Search in Google Scholar

González-Fernández, Beatriz & Norbert Schmitt. 2020. Word knowledge: Exploring the relationships and order of acquisition of vocabulary knowledge components. Applied Linguistics 41(4). 481–505. https://doi.org/10.1093/applin/amy057.Search in Google Scholar

Gough, David, Oliver Sandy & Thomas James (eds.). 2012. An introduction to systematic reviews. Thousand Oaks, California: SAGE.Search in Google Scholar

Gyllstad, Henrik. 2009. Designing and evaluating tests of receptive collocation knowledge: COLLEX and COLLMATCH. In Andy Barfield & Henrik Gyllstad (eds.), Researching collocations in another language: Multiple interpretations, 21–33. Basingstoke: Palgrave.10.1057/9780230245327_12Search in Google Scholar

Gyllstad, Henrik & Brent Wolter. 2016. Collocational processing in light of the phraseological continuum model: Does semantic transparency matter? Language Learning 66(2). 296–323. https://doi.org/10.1111/lang.12143.Search in Google Scholar

Ha, Do Thi. 2017. The impact of different instructions on Vietnamese EFL students’ acquisition of formulaic sequences. English Language Teaching 10(8). 18–31. https://doi.org/10.5539/elt.v10n8p18.Search in Google Scholar

Housen, Alex & Folkert Kuiken. 2009. Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics 30(4). 461–473. https://doi.org/10.1093/applin/amp048.Search in Google Scholar

Howarth, Peter. 1998. Phraseology and second language proficiency. Applied Linguistics 19(1). 24–44. https://doi.org/10.1093/applin/19.1.24.Search in Google Scholar

Kim, Sugene. 2017. Minimum input, maximum output, indeed! teaching collocations through collocation dictionary skills development. Lexikos 27. 265–286. https://doi.org/10.5788/27-1-1403.Search in Google Scholar

Kremmel, Benjamin, Rrunfaut Tineke & Alderson Charles. 2017. Exploring the role of phraseological knowledge in foreign language reading. Applied Linguistics 38(6). 848–870.Search in Google Scholar

Lee, Senyung & Sun-Young Shin. 2021. Towards improved assessment of L2 collocation knowledge. Language Assessment Quarterly 18(4). 419–445. https://doi.org/10.1080/15434303.2021.1908295.Search in Google Scholar

Lei, Lei & Dilin Liu. 2018. The academic English collocation list: A corpus-driven study. International Journal of Corpus Linguistics 23(2). 216–243. https://doi.org/10.1075/ijcl.16135.lei.Search in Google Scholar

Martinez, Ron. 2011. Putting a test of multiword expressions to a test. Paper presented at the IATEFL Testing, Evaluation and Assessment Conference (TEA SIG), University of Innsbruck, 16, September.Search in Google Scholar

McGuire, Michael & Jenifer Larson-Hall. 2017. Teaching formulaic sequences in the classroom: Effects on spoken fluency. TESL Canada Journal 34(3). 1–25. https://doi.org/10.18806/tesl.v34i3.1271.Search in Google Scholar

McLean, Stuart, Brandon Kramer & Beglar David. 2015. The creation and validation of a listening vocabulary levels test. Language Teaching Research 19(6). 741–760. https://doi.org/10.1177/1362168814567889.Search in Google Scholar

Myles, Florence & Caroline Cordier. 2017. Formulaic sequence (FS) cannot be an umbrella term in SLA: Focusing on psycholinguistic FSs and their identification. Studies in Second Language Acquisition 39(1). 3–28. https://doi.org/10.1017/S027226311600036X.Search in Google Scholar

Nation, Paul. 2022. Learning vocabulary in another language. Cambrigde: Cambrigde University Press.10.1017/9781009093873Search in Google Scholar

Nation, Paul & Stuart Webb. 2011. Researching and analyzing vocabulary. Boston, MA: Heinle, Cengage Learning.Search in Google Scholar

Nesselhauf, Nadja. 2003. The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics 24(2). 223–242. https://doi.org/10.1093/applin/24.2.223.Search in Google Scholar

Nguyen, Thi My Hang & Stuart Webb. 2017. Examining second language receptive knowledge of collocation and factors that affect learning. Language Teaching Research 21(3). 298–320. https://doi.org/10.1177/1362168816639619.Search in Google Scholar

Pawley, Andrew & Frances Hodgetts Syder. 1983. Two puzzles for linguistic theory: Nativelike selection and nativelike fluency. In Jack C. Richards & Richard W. Schmidt (eds.), Language and communication, 29–59. London, UK: Longman.Search in Google Scholar

Peters, Elke. 2014. The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations. Language Teaching Research 18(1). 75–94. https://doi.org/10.1177/1362168813505384.Search in Google Scholar

Peters, Elke. 2016. The learning burden of collocations: The role of interlexical and intralexical factors. Language Teaching Research 20(1). 113–138. https://doi.org/10.1177/1362168814568131.Search in Google Scholar

Pfenninger, Simone E., Festman Julia & Singleton David. 2023. Second language acquisition and lifelong learning. New York: Routledge.10.4324/9781003168935Search in Google Scholar

Plonsky, Luke & Youjin Kim. 2016. Task-based learner production: A substantive and methodologocal review. Annual Review of Applied Linguistics 36. 73–97. https://doi.org/10.1017/S0267190516000015.Search in Google Scholar

Plonsky, Luke & Frederick Oswald. 2015. Meta-analysing second language research. In Luke Plonsky (ed.), Advancing quantitative methods in second language research, 106–128. New York: Routledge.10.4324/9781315870908-6Search in Google Scholar

Qian, David. 2002. Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning 52(3). 513–536. https://doi.org/10.1111/1467-9922.00193.Search in Google Scholar

Read, John. 1993. The development of a new measure of L2 vocabulary knowledge. Language Testing 10(3). 355–371. https://doi.org/10.1177/026553229301000308.Search in Google Scholar

Revier, Robert Lee. 2009. Evaluating a new test of whole English collocations. In Andy Barfield & Henrik Gyllstad (eds.), Researching collocations in another language: Multiple interpretations, 125–138. Basingstoke: Palgrave.10.1057/9780230245327_10Search in Google Scholar

Roberts, Lee & Anna Siyanova-Chanturia. 2013. Using eye-tracking to investigate topics in L2 acquisition and L2 processing. Studies in Second Language Acquisition 35(2). 213–235. https://doi.org/10.1017/S0272263112000861.Search in Google Scholar

Schmitt, Norbert. 1998. Tracking the incremental acquisition of second language vocabulary: A longitudinal study. Language Learning 48(2). 281–317. https://doi.org/10.1111/1467-9922.00042.Search in Google Scholar

Schmitt, Norbert. 1999. The relationship between TOEFL vocabulary items and meaning, association, collocation, and word-class knowledge. Language Testing 16(2). 189–216. https://doi.org/10.1191/026553299668017227.Search in Google Scholar

Schmitt, Norbert. 2010. Researching vocabulary: A vocabulary research manual. Basingstoke: Palgrave Macmillan.10.1057/9780230293977Search in Google Scholar

Schmitt, Norbert. 2014. Size and depth of vocabulary knowledge: What the research shows. Language Learning 64(4). 913–951. https://doi.org/10.1111/lang.12077.Search in Google Scholar

Schmitt, Norbert, Nation Paul & Kremmel Benjamin. 2020. Moving the field of vocabulary assessment forward: The need for more rigorous test development and validation. Language Teaching 53(1). 109–120. https://doi.org/10.1017/s0261444819000326.Search in Google Scholar

Sinclair, John. 1991. Corpus, concordance, collocation. Oxford: Oxford University Press.Search in Google Scholar

Siyanova-Chanturia, Anna. 2015. Collocation in beginner learner writing: A longitudinal study. System 53. 148–160. https://doi.org/10.1016/j.system.2015.07.003.Search in Google Scholar

Siyanova-Chanturia, Anna & Taha Omidian. 2020. Key issues in researching multiword items. In Webb Stuart (ed.), Routledge handbook of vocabulary studies, 529–544. London: Routledge.10.4324/9780429291586-33Search in Google Scholar

Smith, Sara A. & Victoria A. Murphy. 2015. Measuring productive elements of multi-word phrase vocabulary knowledge among children with English as an additional or only language. Reading and Writing 28(3). 347–369. https://doi.org/10.1007/s11145-014-9527-y.Search in Google Scholar

Snoder, Per. 2017. Improving English learners’ productive collocation knowledge: The effects of involvement load, spacing, and intentionality. TESL Canada Journal 34(3). 140–164. https://doi.org/10.18806/tesl.v34i3.1277.Search in Google Scholar

Snoder, Per & Barry Lee Reynolds. 2019. How dictogloss can facilitate collocation learning in ELT. ELT Journal 73(1). 41–50. https://doi.org/10.1093/elt/ccy024.Search in Google Scholar

Sonbul, Suhad & Norbert Schmitt. 2013. Explicit and implicit lexical knowledge: Acquisition of collocations under different input conditions. Language Learning 63(1). 121–159. https://doi.org/10.1111/j.1467-9922.2012.00730.x.Search in Google Scholar

Stæhr, Lars Stenius. 2009. Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in Second Language Acquisition 31(4). 577–607. https://doi.org/10.1017/S0272263109990039.Search in Google Scholar

Uchihara, Takumi, Webb Stuart, Saito Kazuya & Trofimovich Pavel. 2021. The effects of talker variability and frequency of exposure on the acquisition of spoken word knowledge. Studies in Second Language Acquisition 44(2). 357–380. https://doi.org/10.1017/S0272263121000218.Search in Google Scholar

Vilkaité, Laura. 2016. Formulaic language is not all the same: Comparing the frequency of idiomatic phrases, collocations, lexical bundles, and phrasal verbs. Taikomoji Kalbotyra 8. 28–54. https://doi.org/10.15388/TK.2016.17505.Search in Google Scholar

Webb, Staurt, Newton Jonathan & Chang Anna. 2013. Incidental learning of collocation. Language Learning 63(1). 91–120. https://doi.org/10.1111/j.1467-9922.2012.00729.x.Search in Google Scholar

Wood, David. 2020. Classifying and identifying formulaic language. In Webb Stuart (ed.), Routledge handbook of vocabulary studies, 30–45. London: Routledge.10.4324/9780429291586-3Search in Google Scholar

Wray, Alison. 2000. Formulaic sequences in second language teaching: Principle and practice. Applied Linguistics 21(4). 463–489. https://doi.org/10.1093/applin/21.4.463.Search in Google Scholar

Wray, Alison. 2002. Formulaic language and the lexicon. Cambridge: Cambridge University Press.10.1017/CBO9780511519772Search in Google Scholar

Wray, Alison. 2012. What do we (think we) know about formulaic language? An evaluation of the current state of play. Annual Review of Applied Linguistics 32. 231–254. https://doi.org/10.1017/S026719051200013X.Search in Google Scholar

Xia, Detong, Yudi Chen & Hye K. Pae. 2022. Lexical and grammatical collocations in beginning and intermediate L2 argumentative essays: A bigram study. International Review of Applied Linguistics in Language Teaching 61(4). 1421–1453. https://doi.org/10.1515/iral-2021-0188.Search in Google Scholar

Zhang, Xiaopeng & Ju Wen. 2019. Exploring multiple constraints on second language development of English polysemous phrasal verbs. Applied Psycholinguistics 40(5). 1073–1101. https://doi.org/10.1017/S0142716419000146.Search in Google Scholar

Supplementary Material

This article contains supplementary material (https://doi.org/10.1515/iral-2022-0163).

Received: 2022-08-14
Accepted: 2023-12-09
Published Online: 2024-01-04
Published in Print: 2025-06-26

© 2023 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. Unpacking the positioning of being “disengaged” and “disrespectful” in class through nexus analysis: an international student’s navigation of institutional and interactional university norms
  4. Assessing English language learners’ collocation knowledge: a systematic review of receptive and productive measurements
  5. The role of awareness in implicit and explicit knowledge
  6. Intensity of CLIL exposure and L2 motivation in primary school: evidence from Spanish EFL learners in non-CLIL, low-CLIL and high-CLIL programmes
  7. Promoting young EFL learners’ oral production through storytelling: coursebook adaptation in the Vietnamese classroom
  8. Applying embodied meaning of spatial prepositions and the Principled Polysemy model to teaching English as a second language: the case of to and on
  9. The impact of guessing and retrieval strategies for learning phrasal verbs
  10. Unraveling the differential effects of task rehearsal and task repetition on L2 task performance: the mediating role of task modality
  11. Examining L2 studentsʼ development of global cohesion and its relationship with their argumentative essay quality
  12. The construct of integrated group discussion (IGD) among undergraduate students: to what extent does group discussion performance reflect performance on IGD tasks?
  13. Discipline-specific attitudinal differences of EMI students towards translanguaging
  14. Relationship between second language vocabulary knowledge and vocabulary learning strategy use: a meta-analysis of correlational studies
  15. Evaluative language in undergraduate academic writing: expressions of attitude as sources of text effectiveness in English as a Foreign Language
  16. Investigating optimal spacing schedules for incidental acquisition of L2 collocations
  17. The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender
  18. Integrated instruction of Appraisal Theory and rhetorical moves in literature reviews: an exploratory study
  19. Scaffolding in genre-based L2 writing classes: Vietnamese EFL teachers’ beliefs and practices
  20. Exploring the professional role identities of English for academic purposes practitioners: a qualitative study
  21. The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance
  22. Teacher behaviour and student engagement with L2 writing feedback: a case study
  23. The effect of an intervention focused on academic language on CAF measures in the multilingual writing of secondary students
  24. Which approach best promoted low-proficiency learners’ listening performance: metacognitive, bottom-up or a combination of both?
  25. Enhancing young EFL learners’ written skills: the role of repeated pre-task planning
  26. The mediating roles of resilience and motivation in the relationship between students’ English learning burnout and engagement: a conservation-of-resources perspective
  27. Student and teacher beliefs about oral corrective feedback in junior secondary English classrooms
  28. The effects of context, story-type, and language proficiency on EFL word learning and retention from reading
https://doi.org/10.1515/iral-2022-0163
Keywords for this article
collocation; receptive and productive knowledge; collocation measurement; instruments; item formats

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. Unpacking the positioning of being “disengaged” and “disrespectful” in class through nexus analysis: an international student’s navigation of institutional and interactional university norms
  4. Assessing English language learners’ collocation knowledge: a systematic review of receptive and productive measurements
  5. The role of awareness in implicit and explicit knowledge
  6. Intensity of CLIL exposure and L2 motivation in primary school: evidence from Spanish EFL learners in non-CLIL, low-CLIL and high-CLIL programmes
  7. Promoting young EFL learners’ oral production through storytelling: coursebook adaptation in the Vietnamese classroom
  8. Applying embodied meaning of spatial prepositions and the Principled Polysemy model to teaching English as a second language: the case of to and on
  9. The impact of guessing and retrieval strategies for learning phrasal verbs
  10. Unraveling the differential effects of task rehearsal and task repetition on L2 task performance: the mediating role of task modality
  11. Examining L2 studentsʼ development of global cohesion and its relationship with their argumentative essay quality
  12. The construct of integrated group discussion (IGD) among undergraduate students: to what extent does group discussion performance reflect performance on IGD tasks?
  13. Discipline-specific attitudinal differences of EMI students towards translanguaging
  14. Relationship between second language vocabulary knowledge and vocabulary learning strategy use: a meta-analysis of correlational studies
  15. Evaluative language in undergraduate academic writing: expressions of attitude as sources of text effectiveness in English as a Foreign Language
  16. Investigating optimal spacing schedules for incidental acquisition of L2 collocations
  17. The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender
  18. Integrated instruction of Appraisal Theory and rhetorical moves in literature reviews: an exploratory study
  19. Scaffolding in genre-based L2 writing classes: Vietnamese EFL teachers’ beliefs and practices
  20. Exploring the professional role identities of English for academic purposes practitioners: a qualitative study
  21. The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance
  22. Teacher behaviour and student engagement with L2 writing feedback: a case study
  23. The effect of an intervention focused on academic language on CAF measures in the multilingual writing of secondary students
  24. Which approach best promoted low-proficiency learners’ listening performance: metacognitive, bottom-up or a combination of both?
  25. Enhancing young EFL learners’ written skills: the role of repeated pre-task planning
  26. The mediating roles of resilience and motivation in the relationship between students’ English learning burnout and engagement: a conservation-of-resources perspective
  27. Student and teacher beliefs about oral corrective feedback in junior secondary English classrooms
  28. The effects of context, story-type, and language proficiency on EFL word learning and retention from reading
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2025 De Gruyter Brill
Downloaded on 19.9.2025 from https://www.degruyterbrill.com/document/doi/10.1515/iral-2022-0163/html
Scroll to top button