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Calling Iranian learners of L2 English: effect of gloss type on lexical retention and reading performance under different learning conditions
16 references·1 citing·39 second hop
Calling Iranian learners of L2 English: effect of gloss type on lexical retention and reading performance under different learning conditions (2016)Calling Iranian learners of L2 English: e…Understanding Second Language Acquisition (2014)Understanding Second Language…Second Language Vocabulary Acquisition: A Rationale for Pedagogy (2010)Second Language Vocabulary Ac…Review article: Instructed second language vocabulary learning (2008)Review article: Instructed se…Incidental and Intentional Learning (2003)Incidental and Intentional Le…Multimedia Learning (2002)Multimedia LearningSome Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition (2001)Some Empirical Evidence for t…Multimedia Learning (2001)Multimedia LearningIntroduction: Investigating Form‐Focused Instruction (2001)Introduction: Investigating F…Focus on form in classroom second language acquisition (1998)Focus on form in classroom se…A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. (1998)A split-attention effect in m…Multimedia learning: Are we asking the right questions? (1997)Multimedia learning: Are we a…Incidental Vocabulary Learning by Advanced Foreign Language Students: The Influence of Marginal Glosses, Dictionary Use, and Reoccurrence of Unknown Words (1996)Incidental Vocabulary Learnin…Effects of Multimedia Annotations on Vocabulary Acquisition (1996)Effects of Multimedia Annotat…Handbook of reading research (1991)Handbook of reading researchFocus on Form (1991)Focus on FormMatthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Matthew Effects in Reading: S…The effects of glossing on incidental vocabulary learning during second language reading: based on an eye‐tracking study (2020)The effects of glossing on in…The Matthew Effect in Science (1968)The Matthew effect in science. The reward and communication systems of science are considered. (1968)A theory of reading: From eye fixations to comprehension. (1980)A distributed, developmental model of word recognition and naming. (1989)Child Development and Emergent Literacy (1998)Mental Models (1983)Mental Representations: A Dual Coding Approach (1986)Working Memory (1992)Cognitive principles of multimedia learning: The role of modality and contiguity. (1999)The promise of multimedia learning: using the same instructional design methods across different media (2003)Cognitive Theory of Multimedia Learning (2005)A New Academic Word List (2000)Learning Vocabulary in Another Language (2001)Task-based Language Learning and Teaching (2003)Vocabulary size and the skills of listening, reading and writing (2008)The Percentage of Words Known in a Text and Reading Comprehension (2011)Cognitive Load During Problem Solving: Effects on Learning (1988)Dual coding theory and education (1991)Cognitive constraints on multimedia learning: When presenting more material results in less understanding. (2001)Cognitive load theory, educational research, and instructional design: some food for thought (2009)STEM integration in K-12 education : status, prospects, and an agenda for research (2014)Generative Processes of Comprehension (1989)Cognition and instruction: Their historic meeting within educational psychology. (1992)Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together (1998)Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis (2000)FREQUENCY EFFECTS IN LANGUAGE PROCESSING (2002)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)The simple view of reading (1990)Improving Students’ Learning With Effective Learning Techniques (2013)ORAL FEEDBACK IN CLASSROOM SLA (2010)Identity and a Model of Investment in Applied Linguistics (2015)Vocabulary in Language Teaching (2020)The Expertise Reversal Effect (2003)Interactive Multimodal Learning Environments (2007)Cognitive Theory of Multimedia Learning (2014)The Case Against Grammar Correction in L2 Writing Classes (1996)CORRECTIVE FEEDBACK AND LEARNER UPTAKE (1997)
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References

  • 2002Multimedia Learning7,764 cited
  • 1991Handbook of reading research6,847 cited
  • 1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy5,213 cited
  • 1998Focus on form in classroom second language acquisition2,572 cited
  • 2001Multimedia Learning2,301 cited
  • 1991Focus on Form1,775 cited
  • 2014Understanding Second Language Acquisition1,602 cited
  • 1997Multimedia learning: Are we asking the right questions?1,533 cited
  • 2008Review article: Instructed second language vocabulary learning1,468 cited
  • 1998A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory.1,314 cited
  • 2001Introduction: Investigating Form‐Focused Instruction826 cited
  • 2001Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition819 cited
  • 1996Incidental Vocabulary Learning by Advanced Foreign Language Students: The Influence of Marginal Glosses, Dictionary Use, and Reoccurrence of Unknown Words760 cited
  • 1996Effects of Multimedia Annotations on Vocabulary Acquisition759 cited
  • 2010Second Language Vocabulary Acquisition: A Rationale for Pedagogy616 cited

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  • 2003Incidental and Intentional Learning532 cited
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    • 2020The effects of glossing on incidental vocabulary learning during second language reading: based on an eye‐tracking study27 cited