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Articles by Paul Leeming
Comparing the effectiveness of verb-focused and particle-focused exercise formats on the recall and recognition of phrasal verbs
Phrasal verbs are important for successful communication and yet are incredibly challenging for language learners. The current study compared two exercise formats for the learning of phrasal verbs. One format draws attention to the verb, while the other brings into focus the particle. In the verb-focused format, students were asked to guess the missing verb before receiving feedback. In the particle-focused format, they were told to guess the missing particle before feedback was presented.
Measuring speaking proficiency growth in the language classroom: An investigation of practical approaches for teachers
Ayuda Buscar en la ayuda Buscar en la ayuda Measuring speaking proficiency growth in the language classroom: An investigation of practical approaches for teachers Leeming, Paul [1] ; Harris, Justin [1] [1] Kindai University, Japan Localización: Language teaching research, ISSN 1362-1688, Vol. 29, Nº. 7, 2025, págs.
Self‐Efficacy and Collective‐Efficacy as Predictors of Engagement in Group Conversation
INTRODUCTION Research investigating the learner variable of self-efficacy (SE) within second language acquisition (SLA) has increased in recent years (Goetze & Driver, 2022; Harris, 2025; Leeming et al., 2024; Phipps, 2023; Vitta, Leeming, McLean, & Nicklin, 2023), with researchers interested in the ability of SE to predict learner performance on language learning tasks.
Impact of exercise format and repetition on learning verb-noun collocations
Ayuda Buscar en la ayuda Buscar en la ayuda Impact of exercise format and repetition on learning verb–noun collocations Peter Ferguson [1] ; Anna Siyanova-Chanturia [2] ; Paul Leeming [1] [1] Kindai University, Japan [2] Ocean University of China, China Localización: Language teaching research, ISSN 1362-1688, Vol. 28, Nº. 5, 2024, págs.
Willingness to Communicate, Speaking Self‐Efficacy, and Perceived Communicative Competence as Predictors of Second Language Spoken Task Production
Introduction Task-based language teaching (TBLT) has become increasingly popular, and some may argue that it is now the standard approach to teaching foreign languages. It is supported by a large number of prominent second language acquisition theories, including the output hypothesis (Swain, 2005) and interaction hypothesis (Long, 1996).
The influence of small groups on leader stability and task engagement in the language classroom
The influence of small groups on leader stability and task engagement in the language classroom Autores: Paul Leeming Localización: Language teaching research, ISSN 1362-1688, Vol. 28, Nº. 1, 2024, págs. 52-78 Idioma: inglés Texto completo no disponible (Saber más ...) Resumen Groupwork has become ubiquitous in language education, with the clear benefits of interaction and output on language acquisition.
Evaluating the Application of a Gap‐Fill Exercise on the Learning of Phrasal Verbs: Do Errors Help or Hinder Learning?
Phrasal verbs have been found to be widespread in English (Gardner & Davies, 2007). Although they occur in all registers, they are most prevalent in informal spoken and written language (Liu, 2011; Liu & Myers, 2020). Thus, it is expected that L2 learners exposed to this register will often encounter phrasal verbs (Cornell, 1985; Darwin & Gray, 1999).
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