Studies in Second Language Learning and Teaching > 2020 > 10 > 3 > 501-522
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journal ISSN : | 2084-1965 , 2083-5205 |
DOI | 10.14746/ssllt.2020.10.3.5 |
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Bibliography
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Abrams, Z., & Byrd, D. R. (2017). The effects of meaning-focused pre-tasks on beginning-level L2 writing in German: An exploratory study. Language Teaching Research, 21(4), 434-453. http://doi.org/10.1177/1362168815627383
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Adams, R., & Ross-Feldman, L. (2008). Does writing influence learner attention to form? In D. Belcher & A. Hirvela (Eds.), The oral/literate connection: Perspectives on L2 speaking/writing connections (pp. 243-267). Ann Arbor, MI: University of Michigan Press.
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Ahmadian, M. J., & Tavakoli, M. (2011). The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research, 15(1), 35-59. http://doi.org/10.1177/1362168810383329