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Language Awareness Volume 29, 2020 - Issue 2
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Original Articles

Cross-linguistic influence and plural marking: enhancing error recognition and written accuracy among Japanese EFL learners through web-based awareness-raising

Matt LucasFaculty of Foreign Language Studies, Kansai University, Osaka, JapanCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-7942-6546View further author information
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Pages 155-177 | Received 21 Dec 2017, Accepted 26 Feb 2020, Published online: 31 Mar 2020

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Read on this site (2)

Akbar Bahari. (2023) CANDA: computer-assisted nonlinear dynamic approach for the L2 teaching in blended and distance learning. Interactive Learning Environments 31:2, pages 752-778.
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Elena Tribushinina, Zoë op ten Berg & Sonja Karman. (2022) Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia: an intervention study. Language Awareness 31:3, pages 351-370.
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Articles from other publishers (4)

Elena Tribushinina, Geke Niemann, Joyce Meuwissen, Megan Mackaaij & Gabriëlla Lahdo. (2022) Teaching foreign language grammar to primary-school children with developmental language disorder: A classroom-based intervention study. Journal of Communication Disorders 100, pages 106269.
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Jingmin Li. (2022) Course Teaching Design and Practice Analysis by Intelligent Electronic Technology under Big Data. Wireless Communications and Mobile Computing 2022, pages 1-10.
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Muhammad Aswad, Abdul hakim Yassi, Abidin Pammu, Nasmilah Nasmilah & Zeynab Rezaei Gashti. (2022) An Account of Teaching Vocabulary to Indonesian EFL Learners through Web-Based Language Instruction (WLI): Attitude in Focus. Education Research International 2022, pages 1-7.
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Zheng Ma, Shiyu Wu & Shiying Xu. (2022) Acceptance and Online Interpretation of “Gender-Neutral Pronouns”: Performance Asymmetry by Chinese English as a Foreign Language Learners. Frontiers in Psychology 12.
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