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Learning Vocabulary through Assisted Repeated Reading: How Much Time Should There Be between Repetitions of the Same Text?
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Serrano, Raquel; Huang, Hsiao-Yun – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2018
Repeated reading, which involves the reading of short passages several times, has been demonstrated to be beneficial for second language fluency (Chang & Millett, 2013) and vocabulary acquisition (Liu & Todd, 2014). Despite the increasing interest in repeated reading, no study has addressed the effects of time distribution--how different…
Descriptors: Teaching Methods, Vocabulary Development, Second Language Learning, Second Language Instruction
Examining the Role of Learning Context and Individual Differences in Gains in L2 Writing Performance: The Case of Teenagers on an Intensive Study-Abroad Programme
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Llanes, Àngels; Tragant, Elsa; Serrano, Raquel – Language Learning Journal, 2018
The present study examines the effects that a 3-week study-abroad (SA) experience and a set of individual differences have on the foreign language (FL) development of a group of 64 Catalan/Spanish speakers, learners of English as an FL. Moreover, the present study attempts to account for the outcome differences between successful and less…
Descriptors: Individual Differences, Second Language Learning, Second Language Instruction, Study Abroad
A Longitudinal Analysis of the Effects of One Year Abroad
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Serrano, Raquel; Tragant, Elsa; Llanes, Angels – Canadian Modern Language Review, 2012
The purpose of this study is to analyze the progress of 14 Spanish-speaking learners of English during a period abroad from a longitudinal perspective. Oral and written data were collected three times during an academic year at a British university. These samples were analyzed in terms of fluency, syntactic complexity, lexical richness, and…
Descriptors: Oral Language, Longitudinal Studies, Foreign Countries, Study Abroad