Appendix of Studies

Annamaria Pinter

doi:10.1017/9781009049078.010

Appendix of Studies

These studies have not been included in the reference list except for those that are discussed in detail in Chapter 5. The purpose of the appendix is to capture the nature and the characteristics of empirical studies involving children and provide a snapshot of published work. Readers are invited to look up and explore these studies further.

Abbreviations used:

CAF: Complexity, accuracy and fluency
FFI: Form-focussed instruction
LRE: Language-related episode
NS: Native speaker
NNS: Non-native speaker
SES: Socio-economic status
WTC: Willingness to communicate

TESOL Quarterly

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Li and Hawkins (2021, 55)	Digital storytelling	USA	Ethnography/transmodal analysis	10–12	Passive, but ‘about’
Villacanas et al. (2020, 55)	Culturally sustaining pedagogy	Spain	Collaborative action research		Active but not explicit ‘with’
Alguilar et al. (2020, 54)	English academic language skills of dual language learners	USA	Treatment/tests/stats	10–12	Passive, ‘on’
Racheho and Hamilton (2020, 54)	Bilanguaging love; student subjectivities and sensitivities	USA	Focal students/vignettes		Passive, ‘about’
Britsch (2020, 54/2)	Social semiotic analysis of sheltered science instruction	USA	Extracts from classroom discourse with focus on four learners	13–14	Passive, ‘on’
Beiler (2020, 54/1)	Multilingual resources in English writing instruction	Norway	Participant observation/linguistic ethnography interviews/drawings	13–16	Passive ‘about’
Davila (2020, 54/1)	Multilingual interactions and learning in sheltered classrooms	USA	Ethnographic/participant observation/focus groups/recorded classroom interaction/longitudinal	15–18	Passive, ‘about’
Seltzer (2019, 53/4)	Critical translanguaging	USA	Ethnographic/participant observations/interviews/student writing samples	17	Passive, ‘about’

(cont. – A)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Peters (2019, 53/4)	The effect of imagery on vocabulary learning	Netherlands	Experimental/control groups/pre-post tests/stats	16	Passive, ‘on’
Penton Herrera (2019, 53/4)	Literacy instruction for ESOL newcomers/personal experiences on moral/ethical education	USA	Action research	15–18	Passive, ‘about’
Wagner (2019, 53/4)	Reading identity and social status	USA	Micro-ethnographic approach/longitudinal/observations/draw and talk interviews	4	Passive, ‘about’
Henry (2019, 53/2)	Online media creation and motivation	Sweden	Blog posts/observation/focus group interviews	13	Passive, ‘about’
Kim et al. (2019, 53/2)	English language learning performance on paper and online tests	USA	Comparative analysis of writing quality/fluency and complexity/stats	6–7	Passive, ‘on’
Al-Murtadha (2019, 53/1)	Enhancing willingness to communicate	Yemen	Experimental treatment/both qualitative and quantitative data/stats/interviews	16–18	Passive, ‘on’
Bernstein (2018, 52/4)	Language growth of ELL learners	USA	Ethnography/observations/recording of interactions/network analysis	Pre-kindergarten	Passive, ‘on’
Villacanas et al. (2018, 52/4)	Learning English in a an underprivileged context	Spain	CAR/multimodal self-portraits/interviews/collages	10–12	Active but not explicit ‘about-with’
Serrano and Huang (2018, 52/4)	Learning vocabulary through assisted repeating	Taiwan	Experimental treatments/pre-post tests/stats	16	Passive, ‘on’

(cont. – B)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Coxhead and Boutorwick (2018, 52/4)	Comparison of NS and NNS vocabulary growth in an international school	Germany	Vocabulary tests/stats	10–11	Passive ‘on’
Winke et al. (2018, 52/2)	YL tests and their demands for NS and NNS children	USA	NS and NNS children took tests/interviews	7–8	Passive, ‘on-about’
Rothoni (2018, 52/2)	Home and school literacies	Greece	Ethnographic case study/documents/interviews/fieldnotes	14–15	Active ‘about-with’
Hwang et al. (2017, 51/4)	Relationship between vocabulary and reading performance	USA	Vocabulary and reading tests/stats	11–12 and 13–14	Passive, ‘on’
Kunitz et al. (2017, 51/3)	Task-based learning/projects	Sweden	Recording of whole class and groups/conversation analysis/artefacts/handouts	12–13	Passive, ‘on’
Cannon (2017, 51/2)	Drama and vocabulary learning	USA	Participant observation/group interviews	12–14	Passive, ‘about-with’
Goulash (2017, 51/1)	Climate change: religious immigrant youth	USA	Observations/fieldnotes/interviews	17–18	Passive, ‘about’
Galante and Thomson (2017, 51/1)	The effectiveness of drama to develop oral competence	Brazil	Experimental programme/rating learners’ speech samples according to fluency, comprehensibility, accent	13–14	Passive, ‘on’

(cont. – C)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Humphrey and Macnaught (2016, 50/4)	Functional language instruction and the writing growth of ELL	Australia	Longitudinal/instructional materials/audio-recorded lessons/students’ writing	12–14	Passive, ‘on - about’
Azkarai and Imaz Agirre (2016, 50/4)	Negotiation of meaning on tasks: mainstream and CLIL	Spain	Transcribing performances of two tasks for both age groups/comparing meaning negotiation measures/stats	9–10 and 11–12	Passive, ‘on’
Chan (2016, 50/2)	Investigation of attitudes	Hong Kong	Tests/Stats	10–12 15–17 18+	Passive, ‘on’
Thai and Boers (2016, 50/2)	Repeating a monologue under increasing pressure	Vietnam	CAF measures/stats	15	Passive, ‘on’
Toohey et al. (2015, 49/3)	Digital tools and literacy	Canada	Ethnographic, analysis of materiality in videos made about sustainability/social justice	9–10	Active ‘about-with’
Lai et al. (2015, 49/2)	Quality of out-of-class English learning	China	Mixed methods/questionnaires/grades/interviews/stats/thematic analysis	14	Passive, ‘on- about’
Luk and Lin (2015, 49/1)	Criticality	Hong Kong	Reading a popular text followed by group discussions, class presentations, themes	17	Passive, ‘on’
Shintani (2015, 49/1)	Incidental grammar acquisition	Japan	Treatment/pre- and post-tests/stats/extracts from interaction	6	Passive, ‘on’

(cont. – D)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Kibler et al. (2014, 48/2)	Study of transitional devices in Spanish L1 students	USA	Longitudinal (over 4 years)/transcripts of presentations/close analysis of discourse markers	13–18	Passive, ‘on’
Kormos and Csiszer (2014, 48/2)	Motivation, self-regulation and autonomy	Hungary	Questionnaires/stats	16 (secondary) 21 (university) 35 (adults)	Passive, ‘on’
Musk (2014, 48/1)	Avoiding target language	Sweden	Student pairs search for information on Google/examination of search trajectories and translation tools/conversation analysis	16	Passive, ‘on’
Reed (2013, 47/4)	Effect of explicit instruction on students with intellectual disabilities	USA	Various phonics and sight word treatments/tests/stats	13–15	Passive, ‘on’
Ardasheva and Tretter (2013, 47/2)	Individual differences and contextual variables relating to ELL reading	USA	Reading tests/proficiency test/L1 literacy/maternal education levels/metacognitive strategies/stats	9–18	Passive, ‘on’

(cont. – E)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Kim (2013, 47/1)	Effects of pre-task modelling on attention to form and question development	South Korea	Treatment and control groups/three task performances in pairs recorded/post-tests/think-aloud protocols/ LREs/stats	12–13	Passive, ‘on’
Shintani (2013, 47/1)	The effect of FonF and FonFs on the acquisition of vocabulary	Japan	Experimental groups (FonF and FonFs groups)/control group/stats	6	Passive, ‘on’
Ma (2012, 46/2)	Advantages and disadvantages of NS and NNS teachers	Hong Kong	Semi-structured interviews	13–17	Passive, ‘on-about’
Li (2012, 46/1)	Effect of instruction on beginners’ acquisition of request modification	China	Quasi-experimental/tests/stats	13–14	Passive, ‘on’
Collins and White (2011, 45/1)	Intensity in learning	Canada	Two types of intensive programmes compared/pre-tests/treatments/comprehension and production measures/observations/questionnaires about students’ attitudes/stats	11–12	Passive, ‘on’
43

Language Teaching Research

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Sato and Dussual Lam (2021, 25/6)	Metacognitive instruction: WTC, L2 use and metacognition of oral communication	Chile	Experimental and control groups/pre-post design/questionnaire/L2 production during group work/WTC pyramids drawn before and after intervention/ post-intervention interviews/stats	8–9	Passive, ‘on’
Fung and Macaro (2021, 25/4)	Relationship between strategy use and linguistic knowledge (listening to the teacher)	Hong Kong	Questionnaire on listening to the teacher/interviews/test of linguistic knowledge/stats	14	Passive, ‘on’
Hidalgo and García Mayo (2021, 25/4)	Effect of repetition on collaborative writing	Spain	Analysis of LREs/comparison of two types of repetition treatments/exact same task versus same task type with new content/stats	11–12	Passive, ‘on’

(cont. – A)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Bai and Guo (2021, 25/3)	Individual differences in students’ motivation, strategy use and English writing competence	Hong Kong	Motivation questionnaire on writing/writing proficiency test/questionnaire on strategy use/stats	9–10	Passive, ‘on’
Frashi and Tavakoli (2021, 25/3)	Language aptitude and learning collocations	Iran	Quasi-experimental intervention: pre-post test and delayed post-test design/three different methods of presenting input with collocations/various tests/stats	14–18	Passive, ‘on’
D’Warte (2021, 25/1)	Working with culturally and linguistically diverse young people	Australia	Visual methodologies/language mapping/revisiting data from two classes from a larger study/linguistic ethnography/design research/observations/field notes and recorded lesson segments/student-produced language maps/focus group interviews;	10–12	Active ‘about-with’
Choi and Slaughter (2021, 25/1)	Multilingualism through language trajectory grids	Australia	EAL learners/grids/plotting trajectories; asked to plot their reading and writing journeys/events and experiences/individual conversations based on the grid/a questionnaire about resources/ thematic analysis	15–16	Active about-with ‘child-friendly tool’

(cont. – B)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Zhang and Graham (2020, 24/6)	Vocabulary learning through listening	China	Vocabulary and listening tests/intervention/four groups compared with different types of teacher explanation/stats	15–16	Passive, ‘on’
Li and Tong (2020, 24/6)	Effects of two types of visual-verbal cognitive Chinese vocabulary learning approaches (with Chinese L1 learners)	USA	Pre-test, post-tests design/vocabulary tests/motivation survey	9–10 and 10–11	Passive, ‘on’
Villareal and Gil-Sarratea (2020, 24/6)	The effect of collaborative writing on Basque Spanish bilingual students’ English	Spain	Control and experimental groups/different treatments (producing writing collaboratively or individually)/pre-tests/recordings from some collaborating pairs/LREs/CAF measures/stats	16–17	Passive, ‘on’

(cont. – C)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Nguyen and Newton (2020, 24/5)	Task-based learning/effect of rehearsal	Vietnam	Two tasks (problem solving and debate)/LRE analysis/extracts from task performances/stats	16	Passive, ‘on’
Rogers and Cheung (2020, 24/5)	Input spacing and the learning of vocabulary in classroom setting	Hong Kong	Experiment (nine weeks) two conditions: input spaced short or long/pre-tests/training sessions /post-test/stats	8–9	Passive, ‘on’
Zhang and Baills with Prieto (2020, 24/5)	Learning French words with hand clapping to the rhythm	China	Experiment (clapping and non-clapping groups) pre- and post-test design/various tests, such as memory test, musical ability test, speech imitation test/pronunciation ratings/stats	13–15	Passive, ‘on’
Fenyvesi (2020, 24/5)	English learning motivation of primary Danish learners	Denmark	Quantitative survey/interviews/stats plus some extracts from interviews	8–10	Passive, ‘on-about’
Henry and Thorsen (2020, 24/4)	Disaffection: Re-designing activities to enable authentic self-expression	Sweden	Data drawn form a larger study on motivation/excerpts from students’ presentations/identity work and resistance	16–17	Passive, ‘on-about’

(cont. – D)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Poehner and Leontjev (2020, 24/3)	Dynamic assessment: Mediational processes (Russian as L1 speakers)	Estonia	Two studies: one case study with one learner and one study with a group of learners/ qualitative data (extracts)/stats	16	Passive, ‘on’
Pladewall-Ballester (2019, 23/6)	Longitudinal study of motivation in CLIL and non-CLIL contexts	Spain (Catalonia)	Motivation questionnaire/CLIL versus non-CLIL/stats	9–12	Passive, ‘on’
San Isidro, Lasagabaster (2019, 23/5)	Impact of CLIL on pluriliteracy development and content learning;	Spain (rural Galicia)	L3 English and L1/L2 tests/language and content measures throughout the two years of the study/stats	14–15	Passive, ‘on’
Van de Guchte et al. (2019, 23/3)	German as an L2: Focus on language versus content in pre-task	Netherlands	Two randomly assigned groups/focus on language and focus on content conditions/pre-post and delayed post-test design/set of tests/stats	14–15	Passive, ‘on’

(cont. – E)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Martinez-Adrian, et al. (2019, 23/1)	Self-reported use of communication strategies in primary CLIL	Spain	Basque/Spanish bilingual learners/biographical questionnaire/proficiency test and communication strategy questionnaire/two age groups/stats	10–11 11–12	Passive, ‘on’
Meguro (2019, 23/1)	Textual enhancement, grammar, reading and tag questions	Japan	Pre-post test design/three experimental groups and a control group/stats	11–12	Passive, ‘on’
Dewaele et al. (2018, 22/6)	Foreign language enjoyment and anxiety	Britain	Questionnaire/stats	12–18	Passive, ‘on’
Huh and Suh (2018, 22/5)	Elementary readers as critical intercultural citizens	South Korea	Practitioner action research/afterschool literacy engagement/recording of class sessions/thematic analysis/extracts from dialogues and student work/artefacts	11–12	Passive, ‘about-with’
Rostamian et al. (2018, 22/4)	The effect of planning time on task performance (writing)	Iran	Story narrated based on six pictures/control group (no planning)/two experimental groups (one with unlimited planning and one with ten minutes of planning)/stimulated recall interviews/CAF measurements/stats	14–17	Passive, ‘on’

(cont. – F)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Kamiya (2018, 22/1)	The effect of learner age on the interpretation of nonverbal behaviours of teachers in identifying questions (L1 Japanese)	Japan	Judgements about the existence of questions in the video clip without sound (elicited in an interview)/stats	11–12 and 18–21 Comparison of children with adults	Passive, ‘on’
Jamagata (2018, 22/1)	Comparison of learner-centred and teacher-centred approaches to learning basic verb meanings	Japan	Two methods of learning new verbs followed by a lexical retrieval test/questionnaire about the effectiveness of each approach focussing on motivation and noticing/stats	12	Passive, ‘on’
Butler (2017, 21/6)	Motivational elements of digital games: Children’s game design	Japan	Mixed method: analysis of discussions, children’s final game designs/peer evaluations	11–12	Active ‘with’
Tragant et al. (2017, 21/5)	Comparison of two domestic summer English programmes	Spain	Pre-test and post-test design/questionnaires, oral narrative task based on pictures/written narrative based on comic strip and a dialogue task/CAF /measures and lexical richness/stats	11–13	Passive, ‘on’

(cont. – G)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Prosic-Santovac (2017, 21/5)	Popular video cartoons and branded toys to teach English to very young learners	Serbia	Case study/daily exposure to Peppa Pig alongside with playing with branded toys/researcher’s own daughter/daily guided play/both structured and unstructured activities/active vocabulary test (Peabody) /observation recorded in research diary/Berkeley Puppet Interview	4	Passive, ‘on-about’
Azkarai and García Mayo (2017, 21/4)	Task repetition effects in L1 use in EFL child task- based interaction	Spain	Spot the difference task/repetition of the same task (with different content)/stats	9–10	Passive, ‘on’
Lee and Pulido (2017, 21/1)	The impact of topic interest, L2 proficiency and gender on incidental vocabulary learning in reading	South Korea	Repeated measures design: students read both high-interest and low-interest topic passages/vocabulary post-tests immediate and delayed/stats	14–15	Passive ‘on’
Dolean (2016, 20/5)	The effects of teaching songs on students’ foreign language anxiety	Romania	Two experimental classes and a control class /five-week programme of teaching French through music/self-reported levels of anxiety before and after/questionnaire completed by experimental classes/stats	14–15	Passive ‘on’

(cont. – H)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Van de Guchte et al. (2016, 20/3)	L2 German task- based study: Focus on form through repetition	Netherlands	Experimental pre-test post-test design with delayed post-test; two interventions examining the effects of task repetition/repetition or no repetition conditions/two target structures/tests for metalinguistic knowledge, written and oral accuracy and fluency/stats	14–15	Passive ‘on’
Webb and Chang (2015, 19/6)	Second language vocabulary learning through extensive reading	Taiwan	Experimental and control groups/experimental group learnt through extensive reading/vocabulary test/vocabulary learning rates measured after treatment in both groups/stats	15–16	Paassive ‘on’

(cont. – I)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Heras and Lasagabaster (2015, 19/1)	The impact of CLIL on affective factors and vocabulary learning	Spain (Basque country)	Pre-test, post-test delayed post-test design/CLIL and non-CLIL/motivation and self-esteem questionnaire/ vocabulary test/stats	16	Passive ‘on’
Moonen et al. (2014, 18/4)	German as L2/effects of task type on the repetition and ease of activation of second language vocabulary	Netherlands	Quasi-experimental study/pre-test/treatment tasks/post-test/think aloud/stats	9–10	Passive ‘on’
Shintani and Ellis (2014, 18/4)	Incidental acquisition of two adjectives	Japan	Tracking learning behaviours in nine task-based lessons/test data/test scores and qualitative interaction data analysis	6	Passive, ‘on’
Davin (2013, 17/3)	Dynamic assessment of Spanish as an L2 to promote language development	USA	Interviews, fieldnotes, audio-recordings/twenty-nine interaction extracts focussed on questions/qualitative analysis	10–12	Passive ‘on’
Gagne and Parks (2013, 17/2)	Children scaffolding each other in a cooperative task	Canada	Interactions for two groups were analysed; some stats to determine differences between the groups/data extracts/	10–11	Passive ‘on’

(cont. – J)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Shintani (2012, 16/2)	Input-based tasks and the acquisition of vocabulary and grammar	Japan	Experimental and control groups/experimental group exposed to input task/target vocabulary/instructional treatments and tests/analysis of extracts/some stats	6	Passive ‘on’
Graham et al. (2011, 15/4)	Listening and strategy use in L2 French	UK	Teacher and individual learner interviews/test/listening scores and listening strategy elicitation/some qualitative analysis of strategy use/extracts	16–17	Passive, ‘on-about’
Ballinger and Lyster (2011, 5/3)	Oral language use in a two-way Spanish–English immersion school	USA	Classroom observations/student questionnaire/teacher interview and student focus group/extracts	5–6, 7–8 and 12–13	Passive, on-about’
Whittaker et al. (2011, 15/3)	Writing development in CLIL history classes	Spain	Writing samples/compositions collected/excerpts	12–16	Passive, ‘on’

(cont. – K)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role (active or passive)
Shintani (2011, 15/2)	Input-based and production-based instruction	Japan	Input-based, and control groups/Pre-post and delayed post-test design/six weeks’ of instruction/four types of vocabulary tests/stats	6–8	Passive, ‘on’
Kim and McDonough (2011, 15/2)	Pre-task modelling to encourage collaborative learning	South Korea	Between groups design/impact of pre-task modelling (explicit instruction and video modelling of the task)/experimental and control groups/LREs/stats	13–14	Passive, ‘on’
45

Applied Linguistics

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Kyo (2021)	L2 self-efficacy and its effect on L2 learning	South Korea	Testing at three points for all learners at 12/13/14. Longitudinal	12–14	Passive, ‘on’
Booton et al. (2021, 42)	Children’s knowledge of multiple word meanings	UK	Nested multilevel design/homonym tests and other tests/stats	5–9	Passive, ‘on’
Meer et al. (2021, 42)	Attitudes of German high school students to different varieties of English	Germany	Different experimental and non-experimental language attitude research methods/questionnaire/stats	15–19	Passive, ‘on’
Routarinne and Ahlholm (2021, 42/4)	Developing requests: A case of one learner L1 Russian learning Finnish	Finland	A longitudinal case study/48 hours of video-recorded multilingual lessons with a focus on one key learner/multimodal interaction analysis	9	Passive, ‘on- about’
Lichtman (2021, 42/4)	Implicit versus explicit training	USA	Mini-language tests/stats	Comparing adults and children 5–7 Adult	Passive, ‘on’
Northbrook and Conklin (2019, 40/5)	Textbook-derived lexical bundles	Japan	Materials: some lexical bundles/tests/language background survey/stats	14–15	Passive, ‘on’

(cont. – A)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Kormos et al. (2019, 40/5)	The role of low-level L1 skills and L2 reading: Young dyslexic learners	Slovenia	All participants diagnosed with dyslexia/sets of tests for L2 reading/special needs assessment profile/stats	11–12	Passive, ‘on’
Deignan et al. (2019, 40/2)	Metaphors of climate science in research articles, educational texts and interviews with school students	UK	Corpora compared/focus group interviews with students/sketch engine analysis/qualitative analysis of the metaphors in the learner corpus	11–16	Passive, ‘on’
Ganuza and Hedman (2019, 40/1)	The impact of mother tongue instruction on biliteracy development in Swedish Somali speakers	Sweden	Biliteracy operationalised as reading proficiency and vocabulary knowledge in two languages/cross-sectional, cross-linguistic and longitudinal analyses/stats	6–12	Passive, ‘on’
Wisniewski (2018, 39/6)	The empirical validity of the Common European Framework of Referece vocabulary and fluency scales (Italian/German) both as L1 and L2	South Tyrol (Italy)	Student asked to complete a monologue task and discuss a topic with interviewer/rated by two raters/stats	17–18	Passive, ‘on’

(cont. – B)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Laursen and Kostrup (2018, 39/6)	Language play: Multilingual children between real and imaginary worlds (Danish as L2)	Denmark	Legogloss activity (like dictogloss but based on individual notes of a short text)/excerpts in chronological order to demonstrate how language play develops/interaction analysis	12–13	Passive, ‘on-about’
Kasprowitcz and Marsden (2018, 39/6)	Input-based practice, L2 German: Form spotting	UK	Target feature: German case marking/pre-test interventions/post-test and delayed post-test	9–11	Passive, ‘on’
Hawkins (2018, 39/1)	Transmodalities and transnational encounters	USA	Video shared by children across contexts/photos/thematic analysis	11–12	Passive, ‘about-with’
Courtney et al. (2017, 38/6)	Individual differences in early learning of French	UK	Language outcomes measured at three points using two oral production tasks/longitudinal data on attitudes and motivation via questionnaires/teacher assessment of L1 skills/stats	11–12	Passive, ‘on’

(cont. – C)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Zhang (2017, 38/6)	Derivational morphology in reading comprehension	China	Effect of morphological awareness/a set of tests/tests taken a year apart	9–10	Passive, ‘on’
Henry and Cliffordson (2017, 38/5)	The impact of out-of-school factors on motivation to learn English	Sweden	Measures: ideal and current selves/attributions/self-authenticity/questionnaire/hypotheses/stats	16–17	Passive, ‘on’
Roquet and Perez-Vidal (2017, 38/4)	CLIL productive skills: Writing Catalan Spanish English L3 students	Spain	Written data (composition) elicited at two data collection times/CAF, task fulfilment/grammar organisation and vocabulary use analysis/stats	12–15	Passive, ‘on’
Hallin and Van Lancker Sidtis (2017, 38/1)	Formulaic language (Swedish as L1), proverbs	Sweden	Swedish proverbs and control sentences/familiarity questionnaire/tonal patterns/stats	Comparing adults and children of 11–13	Passive, ‘on’
Tedick and Young (2016, 37/6)	Fifth grade two- way immersion: FFI of the past tense)	USA	Audio-recorded classroom observations/fieldnotes/recorded language use prior to FFI instruction/during FFI instruction and after it/both quantitative and qualitative analysis of the transcripts/stats/excerpts	10–11	Passive, ‘on’

(cont. – D)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Kinginger et al. (2016, 37/5)	Mealtime talk in Chinese home stay (US students)	China	Recording conversations/isolating meal-related episodes/counting turns in transcribed data/excerpt analysis/microanalysis/	17–18	Passive/on
Kerfoot et al. (2016, 37/4)	Game changers: Multilingual learners in Cape Town primary	South Africa	Observations (school and home settings)/interviews/audio-recorded peer interactions with children/focus on translanguaging/themes/qualitative extracts	10–13	Passive, ‘on’
Trebits (2016, 37/2)	Individual difference and L2 narrative production	Hungary	Two narrative tasks in speech and writing/level of anxiety assessed/stats	17–18	Passive, ‘on’

(cont. – E)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Unsworth et al. (2015, 36/5)	Factors affecting early foreign language learning in the Netherlands	Netherlands	Two groups with early EFL and later EFL groups/low level of exposure/medium and high level/control group/longitudinal (two years)/end-of-year testing/Peabody picture vocabulary test/phonological processing and grammar tests/stats	4	Passive, ‘on’
Clachar (2015, 36/5)	Processing subject relative clauses, bilingual children (Creole)	USA	Sentence combining task/patterns	13	Passive, ‘on’
Nishikawa (2014, 35/4)	Near-native child L2 starters of Japanese: Age and the acquisition of relative clauses (Japanese as L2)	Japan	Audio-recorded speech samples rated by adult NS/correlations between the age of immersion into a Japanese-speaking environment and nativeness/relative clause task/analysis of errors/stats	Comparison between L2 Japanese children (aged 10 or above), NS Japanese children aged 10–12 and adult NS	Passive, ‘on’
Sparrow (2014, 35/3)	Unconventional word segmentation in bilingual writing	USA	Longitudinal study/patterns in segmentation over time/stats	6–8	Passive, ‘on’

(cont. – F)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Wortham and Rhodes (2013, 34/5)	Life as a chord: One migrant girl	USA	Ethnographic study/chord metaphor/extracts	8	Passive, ‘on-about’
Toth et al. (2013, 34/3)	Explicit L2 knowledge, high school Spanish	USA	Small-group and whole-class co-constructions of the target structure/coding of the interaction/excerpts	15–18	Passive, ‘on’
Levey (2012, 33/3)	General extenders: Preadolescents in London (L1 use)	UK	Audio-recorded data in school/working-class white ethnic majority/series of interviews in pairs/vernacular discourse features/coding/gender and age differences/some stats	7–11	Passive, ‘on’
Tambulukani and Bus (2012, 33/2)	Linguistic diversity: Contributing to reading problems	Zambia	One-to-one tests/vocabulary and reading tests in L1 and English/stats	7–8	Passive, ‘on’
Kormos et al. (2011, 32/5)	Goals, attitudes, self-related beliefs and motivation in L2 learning	Chile	Questionnaire/stats	Comparing secondary (14–15), university (21) and adult (31)	Passive, ‘on’
31

System

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
El Majidi et al. (2021, 101)	Effects of in-class debates on argumentation skills (written and oral)	Netherlands	Pre- and post-test quasi-experimental design/intervention: debate task/comparison of both oral and written texts before and after/stats	15–18	Passive, ‘on’
Yao et al. (2021, 101)	Language mindsets: Young EFL learners’ beliefs	China	Questionnaires/measuring mindsets with a language mindset inventory/stats	12–15	Passive, ‘on’
Saeedaktar et al. (2021, 101)	Impact of collaborative listening on comprehension and vocabulary learning	Iran	Target words/pre- and post-tests of vocabulary knowledge and listening comprehension/podcasts to listen to in pairs with follow-up activities/a questionnaire to elicit experimental groups’ opinion of treatment /stats	13–17	Passive, ‘on’

(cont. – A)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Xu and Li (2021, 101)	Comparison of three types of FFI: Effect on difficult and easy grammar learning	China	Three groups with slightly different treatments/pre-and post-test design/a set of tests: error correction test and a grammatical judgement test/stats	12–14	Passive, ‘on’
Kangasvieri and Leontjev (2021, 100)	L2 self-concepts of Finnish students: Role of grades, parents, peers and society	Finland	Survey/motivational scales and self-reported grades/variety of languages learnt/stats	15–16	Passive, ‘on’
Boye et al. (2021, 100)	Makes head hurt: Children’s perceptions of language classroom	Brunei	Repertory grid technique	14	Passive, ‘on-about’
Bashori et al. (2021, 99)	Automatic speech recognition websites: Effects on vocabulary, anxiety and enjoyment	Indonesia	Pre- and post-test design/placement tests/questionnaires/vocabulary test/web-based experiments with two experimental groups/control group: no web intervention/interviews with students and teachers/stats /some extracts from interviews	14–17	Passive, ‘on’

(cont. – B)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Cancino and Panes (2021, 98)	Impact of Google Translate (GT) on L2 writing quality measures	Chile	Proficiency test/three groups with participants using GT with instruction, without instruction and not using it/writing task comparisons/stats	16–17	Passive, ‘on’
Luquin and García Mayo (2021, 98)	Use of models as written corrective feedback	Spain	Pre- and post-test/experimental group received a model/control group self-edited their texts/picture prompt to write about/texts written in pairs/a familiarisation stage to introduce the task and the idea of a model before the study starts/stats	11–12	Passive, ‘on’
Zhang and Zhang (2021, 98)	Self-initiated error correction	China	Pre-and post-test/treatment: reading and extending sections from a novel/frequencies of different types of errors/stats	17	Passive, ‘on’

(cont. – C)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Hargreaves and Elhawary (2021, 98)	Children’s experiences of agency when learning English	Egypt	Teachers trained to apply pair work in their classrooms/children completing open-ended sentences about their classrooms/observations of classrooms and interviews/autonomy questionnaire verbally administered/data coding/themes/extracts;	6–8	Passive, ‘on-about’
Lim et al., (2021, 97)	Interactive e-book reading versus paper book reading: Effects on comprehension	South Korea	Treatment and control groups/pre- and post-tests and a survey/six books/stats	12–15	Passive, ‘on’
Razi and Grenfell (2021, 97)	Strategy instruction in reading development	Cyprus	Quasi-experimental intervention/mixed methods/intervention and control groups/strategy instruction cycle/tests/some stats/codes	12–13	Passive, ‘on’

(cont. – D)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Molway (2021, 97)	Student perceptions of modern foreign language lessons (students of French)	UK	Student and teacher surveys/descriptive stats	12–13	Passive, ‘on’
Lee et al. (2021, 97)	A study of examination scripts by adolescents	Hong Kong	A corpus of students’ writing analysed investigating lexical and syntactic complexity/stats	17–18	Passive, ‘on’
Li and Zhang (2021, 97)	L2 motivational self-system	Tibet (China)	Questionnaire/language achievement test/stats	16–17	Passive, ‘on’
Li et al. (2021, 96)	Classroom environment and emotional intelligence: Effects on foreign language anxiety and enjoyment	China	Questionnaires/stats	Comparing secondary and university students 16 and 18	Passive, ‘on’
Leona et al. (2021, 96)	Extramural English exposure in the Netherlands: explaining individual differences	Netherlands	Longitudinal for two years/questionnaires/Peabody and other tests/stats	10–12	Passive, ‘on’
Bai and Wang (2021, 96)	Self-regulated learning strategy use in writing: Influence of motivational beliefs	Hong Kong	Questionnaire related to writing motivation/strategy questionnaire/writing test/stats	12–16	Passive, ‘on’

(cont. – E)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Sadeghi and Pourhaji (2021, 96)	Working memory and pre-task instruction in L2 oral performance	Iran	All complete an operation span task/experimental and control groups/both with planning time but experimental group also received explicit instruction/stats	14–16	Passive, ‘on’
Liu and Song (2021, 96)	‘Flow’ in young Chinese learners’ online activities	China	Online English activities/dubbing task/questionnaire about the three stages of flow/semi-structured interview /stats/some extracts from interviews	14–15	Passive, ‘on’
Herazo (2021, 96)	Mediating spoken meaning making, metalinguistic concepts	Columbia	Genre-based instructional materials are introduced/observations/audio-recorded focal student/interaction/discourse analysis/analysis of episodes	11	Passive, ‘on’

(cont. – F)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Coyle and de Larios (2020, 95)	Young learners’ engagement with models as written feedback	Spain	Comparing CLIL with non-CLIL/all pairs were asked to write a story and then re-write it following feedback in the form of a model/collaborative dialogues and written texts were analysed/LREs, descriptive stats/extracts	9–11	Passive, ‘on’
Coyle et al. (2020, 94)	YL collaboratively written narratives: Improving cohesion	Spain	Experimental and control groups of children in pairs/over several weeks experimental group received reformulated feedback, whereas control group self-edited their texts/analysis of reference cohesion in all texts/stats	11–12	Passive, ‘on’
Azkarai and Kopinska (2020, 94)	Young learners and collaborative writing, interaction, engagement in LREs and task motivation	Spain	Dictogloss/motivational thermometer before and after the task/oral interaction analysed for engagement in LREs/extracts /stats	10–11	Passive, ‘on’

(cont. – G)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Serfaty and Serrano (2020, 94)	Potential of digital flashcards to facilitate independent grammar learning	Cambodia	A free app is used to create flashcards/pre- and post-test design with immediate and two delayed post-tests/stats	9–17	Passive, ‘on’
Farid and Lamb (2020, 94)	L2 motivation in Indonesian schools	Indonesia	Survey/interest in religious factors in paying a role in motivation/stats	16–18	Passive, ‘on’
Resnik and Dewaele (2020, 94)	Positive and negative emotions in L1 and L2 classes (L1 German and L2 English)	Austria, Germany, Switzerland and Tyrol (Italy)	Several sets of surveys/emotional intelligence scores/stats	14 + secondary and tertiary students (oldest 52)	Passive, ‘on’
Meguro (2020, 94)	Field dependence and independence and analogical reasoning in L2 instruction	Japan	Pre- and post-test design/treatment/instruction and various tests/fill in the gap task/stats	17	Passive, ‘on’
Tsang (2020, 94)	Learners’ views of non-standard accents	Hong Kong	Questionnaire/stats	14–17	Passive, ‘on’
Sun and Dang (2020, 93)	Learner knowledge of vocabulary in textbooks	China	Vocabulary tests/analysing the vocabulary in the textbook corpus/stats	16–18	Passive, ‘on’

(cont. – H)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Bi and Jiang (2020, 91)	Syntactic complexity in young learners writing	China	Narrative essays/syntactic complexity analysis/stats	13–18	Passive, ‘on’
Aka (2020, 91)	Incidental learning of grammar from reading	Japan	Pre- and post-test design/experimental and control groups/experimental reading passages/grammar tests/stats	15–16	Passive, ‘on’
Castellano-Risco et al. (2020, 91)	Development of receptive vocabulary in CLIL and EFL	Spain	Three CLIL groups compared to EFL/vocabulary tests/stats	14–15	Passive, ‘on’
Saeeddaktar, et al. (2020, 91)	The effects of hands-on and hands-off data- driven learning of verb–preposition collocations	Iran	Two experimental groups and a control group/two types of treatment: hands-off paper-based corpus of collocations and hands-on group searching online/both experimental groups received teacher guidance/attitude questionnaire/stats	16–18	Passive, ‘on’
Kang (2020, 89)	Using model texts as a form of feedback in L2 writing	South Korea	Experimental and control groups/proficiency test/writing an argumentative essay and a model text in the experimental group/questionnaires/stats	17–18	Passive, ‘on’

(cont. – I)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Liu and Stapleton (2020, 89)	Counter-argumentation at primary level	Hong Kong	A twelve-lesson intervention focussed on counter-argumentation/scripts analysed for argumentative elements/pre-and post-test design/measurements of progress at post-test and delayed post-test stage/no control group/pie charts and descriptive stats/examples from scripts	11	Passive, ‘on’
Hu and McGeown (2020, 89)	Relationship between foreign language motivation and achievement	China	Questionnaires about motivation/teachers provided measures of achievement/stats	9–12	Passive, ‘on’
Candry et al. (2020, 89)	Comparing word writing and retrieval practice	Netherlands	Pre-and post-test design/comparing three conditions: two experimental groups and one control group/recall tests administered afterwards as post-test and again as delayed post-tests/stats	15–18	Passive, ‘on’

(cont. – J)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Wong (2020, 88)	Effect of proficiency on L2 motivational selves (ethnic minority students learning Chinese)	Hong Kong	Questionnaire about L2 selves/proficiency tests in listening, reading/learners rated their own proficiency/stats	12	Passive, ‘on’
Tseng et al. (2020, 88)	Vocabulary learning in virtual environments; Interplay between autonomy and collaboration	Taiwan	Quasi-experimental design/three experimental groups and one control group: pair, individual, teacher-centred and control groups/3D virtual environment/vocabulary learning programme/target word selection/stats	9	Passive, ‘on’
Netz and Fogel (2020, 87)	Corrective feedback in Torah reading tutoring sessions	Israel (American parentage)	Naturalistic/observational study/corpus of dyadic tutoring analysed for error treatment episodes/descriptive stats and qualitative microanalysis/	12	Passive, ‘on’
Milla et al. (2020, 87)	Language learning strategy choice by children in CLIL: Effect of age, proficiency and gender/Spanish Basque learners of English	Spain (Basque country)	Questionnaire about learning strategies/language proficiency tests/stats	10–11 and 11–12	Passive, ‘on’

(cont. – K)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Allaw and McDonough (2019, 85)	The effect of task sequencing on written lexical complexity, accuracy and fluency (French learners)	Lebanon	Pre-and post-test design/tasks with various levels of complexity/task sequencing: from simply to complex group versus complex to simple group/dependent variables: lexical CAF/task perception questionnaire/stats	13–14	Passive, ‘on’
Yasuda (2019, 85)	Children’s meaning making choices in writing	Japan	Comparison of CLIL and non-CLIL; letter writing task was assigned/analysis of the letters/focus on cohesive devices/examples of letters/extracts/some stats	10	Passive, ‘on’
Calafato and Tang (2019, 84)	Motivational L2 selves of Emirati teenagers	UAE	Motivation questionnaire/stats	14	Passive, ‘on’

(cont. – L)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Widdington (2019, 82)	Developing primary learners’ foreign language self-concept	Spain (Catalonia)	Action research framework/foregrounding participants’ perspectives/questionnaires, small-group discussions and class observations/grounded theory/focus on self-efficacy/contrasting pre- and after project data/themes/relationships	10–11 and 11–12	Passive, ‘about’
Reynolds and Shih (2019, 81)	The learning effects of student-constructed word cards	Taiwan	Quasi-experimental study/vocabulary tests/proficiency test/vocab word card questionnaire/experimental and control groups/experimental group was assigned a card-making task at home after reading while the other group was not/stats	16–17	Passive, ‘on’

(cont. – M)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Ellis et al. (2019, 80)	The effect of pre-task explicit instruction on the performance of a focussed task	China	Pre-post test design/two oral dictogloss tasks/one group with pre-task preparation and one without/CAF measures and coding of output/target structure ‘passive’/stats	14–15	Passive, ‘on’
Liu and Brantmeier (2019, 80)	I know English: Self-assessment of reading and writing	China	Reading test/writing task/self-assessment items of reading and writing abilities/stats	12–14	Passive, ‘on-about’
Yung (2019, 80)	L2 selves of senior secondary students (reasons to learn English)	Hong Kong	Questionnaire/three pieces of reflective writing and six individual interviews throughout the year/narrative analysis/extracts from interviews/some counting of questionnaire responses	17–18	Passive, ‘on-about’

(cont. – N)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
García Mayo and Imaz Agirre (2019, 80)	Task modality and pair formation: LREs	Spain	Proficiency-paired, teacher-selected and self-selected groups/outcome of two tasks analysed for LREs/some stats	11–12	Passive, ‘on’
Tragant Mestres and Pellicer-Sanchez (2019, 80)	Processing multimodal input: Eye tracking	Spain	Within subject design: two types of multimodal materials: storybook with audio or video/eye tracking of learners’ processing of picture and texts/vocabulary tests/stats	10–11	Passive, ‘on’
Chan (2019, 80)	Acquisition of simple past: Comparison of different instruction methods	Hong Kong	Three types of instruction: processing instruction, traditional and implicit instruction/pre- and post-test design with some tasks/stats	7–8	Passive, ‘on’
Bai (2018, 78)	Use of self-regulated writing strategies	Singapore	Composition writing while thinking aloud/analysis of self-regulated strategies/comparing high/low proficiency and higher and lower grade/stats	8–12	Passive, ‘on’

(cont. – O)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Chan (2018, 76)	Attitudes to different Englishes and gender	Hong Kong	Questionnaire survey on attitudes/speech samples/stats	10–14 and 15–19	Passive, ‘on’
Albaladejo et al. (2018, 76)	Songs, stories and vocabulary acquisition with pre-schoolers	Spain	Pre- and post-test design,/delayed post-test/three conditions: story/song/story plus song/five words for each condition/tests/video recording of the sessions/stats	2–3	Passive, ‘on’
Li et al. (2018, 76)	Chinese high school students’ enjoyment	China	Questionnaire (Chinese version of the foreign language enjoyment scale)/stats	16–17	Passive, ‘on’
Martin-Laguna and Alcon-Soler (2018, 76)	Development of discourse pragmatic markers	Spain (Catalonia)	Each learner wrote three argumentative essays in three languages three times a year/trajectories of textual and interpersonal markers/teacher interviews and learner diaries/some stats/some extracts from learner diaries	16–20	Passive, ‘on -about’

(cont. – P)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Portoles and Safont (2018, 75)	Children’s requesting behaviour in multilingual classrooms (Romanian and Arabic speakers)	Spain (Catalonia)	Audio-visual pragmatic test (watching a video in all three languages with puppets acting out a situation, and an appropriate request had to be identified using a sticker)/spontaneous teacher–learner interactions recorded in English classes/children’s requests noted/stats	8–9	Passive, ‘on’
Loh et al. (2018, 74)	Chinese orthography: Developmental trends (different ethnic groups; Chinese as L2)	Hong Kong	Series of tasks/stats	12–17	Passive, ‘on’
Butler and Lee (2018, 73)	Longitudinal investigation of socio-economic status and young learners’ language learning	China	Children followed for three years/each year they took Cambridge ESOL test and filled in survey/parental data: extensive surveys/stats	12–15	Passive, ‘on’
Fernandez Sanjurjo (2018, 73)	Influence of socio-economic status on students’ performance in CLIL	Spain	Tests: knowledge of science and a context questionnaire/stats	10–11	Passive, ‘on’

(cont. – Q)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Huang et al. (2018, 73)	SES, input and L2 learning outcomes	Taiwan	Students completed a storytelling task and a survey/parents’ survey/stats	15–17	Passive, ‘on’
Kuchah (2018, 73)	Early English medium instruction in francophone Cameroon	Cameroon	A range of qualitative tools, case study, interviews with children and parents; two children’s learning experiences and prospects/extracts	12	Passive, ‘on-about’
Nikolov and Csapo (2018, 73)	L1 and L2 reading skills, inductive reasoning and SES in early English and German	Hungary	Online tests assessing L1 and L2 reading/SES/inductive reasoning /stats	14	Passive, ‘on’
Shin and So (2018, 73)	The moderating role of SES on motivation of strategy use	South Korea	Questionnaires/stats	13–14	Passive, ‘on’
Wong (2018, 72)	Relationship between L2 future self-image and reading achievement	Hong Kong	Reading comprehension assessed/motivation questionnaire/stats	12	Passive, ‘on’

(cont. – R)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Peltonen (2017, 70)	Fluency and problem solving in L2 dialogue	Finland	Problem solving pair task/fluency measures/stimulated recall /stats + some extracts for qualitative analysis	15–17	Passive, ‘on’
Oliver et al. (2017, 69)	Children working it out together: Collaboration and EAL children	Australia	Analysis of transcribed dialogues/some stats and some qualitative analysis of extracts	5–8 compared to 9–12	Passive, ‘on’
Thorstensson (2017, 67)	Newly arrived immigrant youth negotiate identity/language and literacy	Sweden	Longitudinal two-year-long/interviews with teachers and students/observations paying attention to materials/approaches and student engagement/extracts/qualitative	9–12	Passive, ‘about’
Huang et al. (2017, 67)	English language outcomes of proficient bilingual students	USA	Comparing similarities and differences between monolingual and bilingual students/survey/English tests on vocabulary, grammar and morphology/stats	10–14	Passive, ‘on’

(cont. – S)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Park and Hiver (2017, 67)	Tracing motivational change in project-based learning	South Korea	Materials for the project-based lessons/questionnaire to assess motivational factors/reflective journal submitted by participants/some interviews/some stats and some extracts from journals and interviews	12–13	Passive, ‘on’
Muñoz (2017, 67)	The role of age and proficiency levels in subtitle reading/eye-tracking study	Spain (Catalonia)	Two clips of the Simpsons/L1 and L2 subtitles/age and movement behaviour and proficiency and movement behaviour/stats	Comparison of 10–11 with 15 and adults	Passive, ‘on’
García Mayo and Hidalgo (2017, 67)	L1 use among learners in CLIL and non-CLIL in task-supported interaction	Spain (Basque country)	Task performance twice in two academic years/analysis of the outcome with a focus on functions of L1/stats	8–10	Passive, ‘on’

(cont. – T)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Jimenez Catalan and Agustin Llach (2017, 66)	Lexical profile of CLIL and non-CLIL learners	Spain	Lexical availability task/background questionnaire/means/stats	13–14	Passive, ‘on’
Buckingham and Stott Alpaslan (2017, 65)	Speaking and willingness to communicate through asynchronous computer mediated practice	Türkiye	Experimental and control groups/homework completed in speaking or writing/pre-and post-test design/speaking tests/measuring WTC/stats	9	Passive, ‘on’
Vorobel and Kim (2017, 65)	Collaborative writing practices in facve-to-face and online contexts	USA	Multiple case studies/ecologial approach/longitudinal nine months/researcher journal/participant journals/several drafts and peer-edited checklists for writing assignments/within-case and cross-case analysis/qualitative analysis based on themes	14	Passive, ‘on-about’
Song and Kim (2017, 65)	De-motivation and re-motivation	South Korea	Graph mapping changes in motivation/questionnaire and interviews/both quant and qualitative analysis	17–18	Passive, ‘on’

(cont. – U)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Oga-Baldwin and Nakata (2017, 65)	Engagement, gender and motivation	Japan	Two surveys: one about engagement and one about motivation/stats	10–11	Passive, ‘on’
Austin et al. (2017, 64)	Video-conferencing: Children’s conversations of skype (L1 Urdu and Punjabi and L1 Portuguese)	UK and Portugal	Multimodal interaction analysis/weekly talk on Skype during extra-curricular hour/qualitative analysis with photos and extracts	6–7	Passive, ‘on-about’
Zhou (2017, 63)	Social anxiety, autonomy and learning orientation	China	Set of hypotheses/anxiety inventory/self-regulation questionnaire/English achievement test/stats	10–11	Passive, ‘on’
Tammenga-Helmantel et al. (2017, 63)	L2 German: Explicit instruction of grammar, Dutch students	Netherlands	Learning the subjunctive for reported speech/pre- and post-test design/comparing grammaticality tests/three groups: explicit inductive/explicit deductive and control groups/stats	17–18	Passive, ‘on’

(cont. – V)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Chang and Liu (2016, 61)	Communication strategies: Problem-orientedness and goal- orientedness	China	Data collected from an oral task and stimulated recall interviews/analysis of communication strategies/extracts and some descriptive stats/mainly qualitative	13–14	Passive, ‘on’
Anam and Stracke (2016, 60)	Link between learning strategies and self-efficacy beliefs	Indonesia	Self-efficacy questionnaire and strategy inventory/stats	11	Passive, ‘on’
Li and Chen (2016, 60)	Relative effectiveness of phonological and morphological training on L2 word reading	Taiwan	English proficiency test/word reading test/training programme/three groups/one experimental group with phonological training/one with morphological training and a control group/stats	11	Passive, ‘on’
Leontjev et al. (2016, 59)	Word derivational knowledge and writing proficiency	Finnish, Estonian and Russian learners	Writing assignments rated by CEFR criteria/word derivational tasks/stats	15–18	Passive, ‘on’

(cont. – W)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Pladevall-Ballaster and Vallbona (2016, 58)	Longitudinal study of CLIL minimal input context and the learners’ receptive skills	Spain (Catalonia)	Two groups (CLIL and non-CLIL) were administered a language test four times during two academic years/stats	10–11	Passive, ‘on’
Lee (2016, 58)	Enriching short stories through processes	Hong Kong	Two groups: one received instruction on functional grammar and one did not/pre-post test design/some stats and some extracts	11	Passive, ‘on’
Gu and Cheung (2016, 57)	Ideal self, acculturation and Chinese learning (as an L2)	Hong Kong (ethnic minority students)	Questionnaire/stats	12–18	Passive, ‘on’
Serrano et al. (2016, 57)	Examining L2 development in two short-term intensive programmes: Study abroad versus at home	Spain	Set of tests/oral narrative based on pictures/questionnaires and observations/stats	13–17	Passive, ‘on’

(cont. – X)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Nix (2016, 57)	Measuring latent listening strategies	Taiwan	Listening inventory/questionnaire/stats	13–17	Passive, ‘on’
Manoli et al. (2016, 56)	Immediate and delayed effects of strategy instruction in primary EFL	Greece	Quasi-experimental study/reading tests, strategy training in experimental groups/immediate and delayed effects	11–12	Passive, ‘on’
Eykmans et al. (2016, 56)	The effect of imposing processing strategies on L2 learners’ deliberate study of lexical items	Belgium (Flanders)	Materials for the intervention phrases with translations selected/three different learning conditions/quasi-experimental study/pre-post test design/stats	13–14	Passive, ‘on’
Lee (2016, 55)	Peer feedback in L2 writing; students’ perspectives	Hong Kong	Intervention/questionnaires/interviews/comparison between teacher and peer feedback/stats and some extracts (perspectives)	14–15	Passive, ‘on-about’
Lin (2016, 55)	Impact of problem-based learning on English vocabulary learning and use	Taiwan	Two classes/one experimental and one control group/experimental group used problem-based learning technique/pre-post test of vocabulary knowledge/writing and self-reports/stats	11	Passive, ‘on’

(cont. – Y)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Lin (2016, 55)	Intercultural online communication: Analysis of learner and NS language use	Taiwan and UK	Participants interacted for twelve months on Moodle/Keynesian approach to corpus analysis/stats	13–15	Passive, ‘on’
Granena et al. (2015, 55)	L1 reading factors in extensive L2 reading	Spain	Two intact classes/pre-and post-test quasi- experimental design/reading questionnaire/stats	10–11	Passive, ‘on’
Wei et al. (2015, 55)	Student perception of teacher–student interpersonal behaviour	China	Questionnaire/English language achievement tests/stats	12–17	Passive, ‘on’
Lyster (2015, 54)	Using form- focussed tasks across the immersion curriculum	Canada	Two studies with two different foci in form features/quasi-experimental study with pre-and post-tests/instructional tasks/summary of positive outcomes for both studies	7–8 and 10–11	Passive, ‘on’

(cont. – Z)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
García Mayo and Lazaro Ibarolla (2015, 54)	Meaning negotiation in task-based interactions in CLIL and EFL	Spain	Interactions of dyads are recorded/picture placement task/stats	8–9 and 10–11	Passive, ‘on’
Juan-Garau and Jacob (2015, 54)	Developing transcultural skills through content- and task-based lessons	Spain and Poland	A task-based unit of work about the African continent/voicing own thoughts/co-construction of shared knowledge/third space/pre-task/principal task and post-task activities/content analysis/some stats	14–16	Passive, ‘on-about’
Llinares and Dalton-Puffer (2015, 54)	Role of different tasks in CLIL students’ use of evaluative language	Austria, Finland and Spain	Analysis of evaluative language in five tasks: discussion, group talk, role play, interview and presentation/stats	12–16	Passive, ‘on’
Perez-Vidal and Roquet (2015, 54)	The linguistic impact of the CLIL science programme	Spain (Catalonia)	Experimental (formal instruction + CLIL) and control groups (formal instruction only)/pre-test and post-test design/tests in all domains: a range of receptive and productive tasks/stats	12–13, 13–14, and 14–15	Passive, ‘on’

(cont. – AA)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Butler (2015, 54)	The use of computer games as foreign language learning tasks	Japan	Children worked in groups designing vocabulary games/children identified game elements in discussion	11–12	Active ‘with’
Bai (2015, 53)	The effects of strategy-based writing instruction	Singapore	Experimental and control classes/pre-and post-test design/questionnaires/delayed tests/target strategies/student interviews/stats and some qualitative analysis	10–11	Passive, ‘on’
Lee et al. (2015, 52)	The effects of extensive reading and translation on grammar knowledge and attitudes to EFL	South Korea	Pre-and post-test design; comparison of two types of reading instructions for two semesters (extensive reading or translation instruction)/linguistic tests and attitude survey/stats	13–14	Passive, ‘on’

(cont. – AB)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Canovas Guirao et al. (2015, 52)	The use of models as written feedback	Spain	Sets of proficiency matched pairs/learners’ collaborative dialogue and written notes/experimental and control groups/LREs, descriptive stats	10–11	Passive, ‘on’
Yang and Lin (2015, 52)	Online collaborative note-taking strategies	Taiwan	Experimental group online and control group paper based/stats	15–16	Passive, ‘on’
Eguchi and Sugiura (2015, 25)	Processability theory; early syntactic and morphological development	Japan	Four communication tasks used as elicitation tools/target structures to focus on/stats	12–15	Passive, ‘on’
Chang and Miller (2015, 52)	Audio-assisted extensive reading	Taiwan	Two groups: silent reading and audio-assisted reading for twenty-six weeks/pre-and post-test design plus delayed post-test/stats	15	Passive, ‘on’
Sundqvist and Wikstrom (2015, 51)	Out-of-school digital game play and in-school L2 vocabulary	Sweden	Non-gamers/moderate gamers and frequent gamers/questionnaire/diaries/vocab tests/essays and grades/stats	15–16	Passive, ‘on’

(cont. – AC)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Maxwell-Reid (2015, 49)	The role of clausal embedding in argumentative writing	Spain	30-minute writing/examination of clauses in the texts/comparison of CLIL/EFL and L1 English (visiting students from the UK)/counting and examining clauses	14	Passive, ‘on’
Alcon-Soler (2015, 48)	Pragmatic learning and study abroad	Spanish students in the UK	Experimental groups: explicit instruction on requests/pre-and post-test design with delayed post-test/stats plus example email requests	17–19 (average 18)	Passive, ‘on’
Lorenzo and Rodriguez (2014, 47)	L2 cognitive academic language proficiency in CLIL	Spain	Narrative writing/examination of syntax and cohesion/stats	13–17	Passive, ‘on’
Sardegna et al. (2014, 47)	Development and validation of learner attitudes and motivation to pronunciation inventory	South Korea	Questionnaire/stats	14–19	Passive, ‘on’

(cont. – AD)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Kim and Kim (2014, 46)	Perceptual learning styles, ideal L2 self, motivated behaviour and English proficiency	South Korea	Questionnaire/correlation among variables/stats	9–18	Passive, ‘on’
Dolean (2014, 45)	Keyword method: Classroom application	Romania (Italian as L2)	Experimental and control groups/range of tests/stats	9–10	Passive, ‘on’
Iwaniec (2014, 45)	Motivation of pupils form Southern Poland	Poland	Motivational questionnaire and some interviews/stats plus extracts from interviews	15–16	Passive, ‘on’
Tammenga-Helmantel et al. (2014, 45)	The effectiveness of different grammar instruction approaches	Netherlands (German, English and Spanish as L2s)	Experimental and control groups/four experimental groups with various grammar instruction treatments/pre- and post-test design/hypotheses/stats	12–15	Passive, ‘on’
Gunning and Oxford (2014, 43)	Effects of learning strategy instruction	Canada	Two intact groups as experimental and control groups/pre- and post-test design/questionnaires/videorecording/fieldnotes/some interviews/strategy log/some stats/qualitative analysis	11	Passive, ‘on-about’

(cont. – AE)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Ashton (2014, 42)	Using self-assessment to compare learners’ reading proficiency (German, Japanese and Urdu L2s)	UK	Self-assessment survey (can do statements)/language tests/background information and teacher assessment/stats	12–15	Passive, ‘on’
Campfield and Murphy (2014, 42)	Elicited imitation: The influence of linguistic rhythm on child L2 acquisition	Poland	Experimental and control groups/experimental group exposed to salient linguistic rhythm/stats	8	Passive, ‘on’
Yon Yim (2014, 42)	An anxiety model for young learners: Path analysis	South Korea	Two questionnaires/the possible relationship between three anxiety models and five variables was analysed/stats	10–12	Passive, ‘on’
Hakki Erten and Burden (2014, 42)	The relationship between academic self-concept, attributions and L2 achievement	Türkiye	Questionnaire (myself as a learner)/set of tests to measure achievement/stats	12–13	Passive, ‘on’

(cont. – AF)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Dabarera et al. (2014, 42)	The impact of metacognitive scaffolding and monitoring on reading comprehension	Singapore	Experimental and control groups/intervention with metacognitive strategies using the reciprocal teaching approach/pre-and post-tests/stats plus some interview data	12–15	Passive, ‘on’
Zhang and Koda (2013, 41/4)	Morphological awareness and reading comprehension	China	Questionnaire about learners’ backgrounds/morphological segmentation and other tasks/grammar and vocab tests/reading comprehension/stats	12	Passive, ‘on’
Jean and Simard (2013, 41/3)	Deductive versus inductive grammar instruction: Relationships between gains, preferences and learning styles	Canada	Pre- and post-test design/deductive versus inductive grammar instruction /treatment appraisal and preference questionnaires/learning style survey/stats	12–14	Passive, ‘on’
Trofimovich et al. (2013, 41)	Are certain types of instruction better for some learners?	Canada	Experimental/control groups/pre-and post-test design/comprehension-based and traditional L2 programmes/links between learner variables and type of instruction/stats	8–9	Passive, ‘on’

(cont. – AG)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Liyanage and Bartlett (2013, 41/3)	Personality types and language learning strategies	Sri Lanka	Personality questionnaire/language learning strategy inventory/examining relationships/stats	16–18	Passive, ‘on’
Matsuzaki Carreira et al. (2013, 41/3)	Motivational model of English learning among elementary learners in Japan	Japan	Questionnaires/exploring developmental differences across age groups/correlations/stats	8–9, 9–10 and 10–11	Passive, ‘on’
Kim and Tracy-Ventura (2013, 41/3)	The role of task repetition in L2 performance development	South Korea	Pre-and post-test design/task repetition/coding for CAF/three information exchange collaborative tasks/comparison of two different types of repetition (same procedure or same content)/post background questionnaire/coding and stats	13–14	Passive, ‘on’

(cont. – AH)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Izwan Abdullad et al. (2013, 41/2)	Validation of a productive vocabulary test below the 2,000-word level	Malaysia	Validation procedures/vocabulary tests/stats	17–18	Passive, ‘on’
Kormos and Kiddle (2013, 41/2)	The role of socio-economic factors in motivation to learn English	Chile	Motivation and social class/questionnaire/analysis of relationship/stats	15–16	Passive, ‘on’
Tragant et al. (2013, 41/2)	Understanding foreign language strategies: Validation study	Spain (Catalonia)	Questionnaire/stats	12–15 and 16–17	Passive, ‘on’
MacIntyre and Blackie (2012, 40/4)	Predictors of intention to continue learning French	Canada (French as an L2)	Questionnaire for motivation strategies/attitude motivation test battery/correlations/stats	14–19	Passive, ‘on’
Koizumi and In’nami (2012, 40/4)	Effects of text length of lexical diversity measures	Japan	Speaking tests /eliciting one minute of spontaneous speaking without planning/analysis of transcribed data/correlations/stats	14–18	Passive, ‘on’
Kamiya (2012, 40/3)	Proactive and reactive focus on form and gestures	Japan	Teacher–learner interaction recorded/focus on form episodes identified/gestures coded/stats plus short extracts	17	Passive, ‘on’

(cont. – AI)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Llanes (2012, 40/2)	The short- and long-term effects of a short study abroad experience	Spain (Catalan Spanish bilinguals)	Pre-and post-test design with delayed post-test/study abroad versus at home groups/written and oral tests/questionnaires/stats	11	Passive, ‘on’
Matsuzaki Carreira (2012, 40/2)	Motivational orientations and psychological needs in EFL learning	Japan	Motivation questionnaire/hypotheses/correlation analysis/stats	11–12	Passive, ‘on’
Dixon et al (2012, 40/2)	Dialectal influence on spelling of English words	Singapore	Tests such as dictation and letter-word identification, patterns of spelling/descriptive stats	6	Passive, ‘on’
Unlu and Hatipglu (2012, 40/2)	The acquisition of the copula ‘be’ in present simple tense	Russia	Questionnaire about background/tests/comparison of age groups/stats	8–10, 11–12 and 14–15	Passive, ‘on’
Zietek and Roehr (2011, 39/4)	Metalinguistic knowledge and cognitive style	Poland	Tests of metacognitive knowledge and cognitive style/correlations/stats	18	Passive, ‘on’

(cont. – AJ)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
De Costa (2011, 39/3)	Learner beliefs: The case of a Chinese immigrant in Singapore	Singapore	Year-long ethnographic study/case study/observation/use of artefacts/interview/excerpts/qualitative	16	Passive, ‘on-about’
Huang (2011, 39/2)	Motivating lessons: A classroom investigation of effects of content-based instruction on motivation and verbal interaction	Taiwan	Observation scheme/recording of lessons/both qualitative and quantitative analysis/descriptive stats	6–12	Passive, ‘on’
Matsuzaki Carreira (2011, 39/1)	Relationships between motivation for learning EFL and intrinsic motivation for learning in general	Japan	Motivation and attitude questionnaires/effects of grade and gender on variables of motivation/stats	8–9, 9–10, 10–11 and 11–12	Passive, ‘on’
146

The Language Learning Journal

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Jaekel et al. (2021, no volume yet)	Transition from elementary to secondary school	Germany	Investigating the perception of transition two months after they switched school/language proficiency assessed/stats	10–11	Passive, ‘on’
Akyildiz and Celik 2021 (no volume yet)	Using WhatsApp to support EFL reading	Türkiye	Pre-and post-test quasi-experimental design/experimental and control groups/experimental groups used WhatsApp for receiving reading texts and answers to comprehension questions/some interviews/pre-test English achievement test/treatment eight weeks/stats plus extracts from interviews	11–12	Passive, ‘on’
Young (2021, no volume number yet)	Bilingual Polish adolescents negotiate the position of linguistic expert	UK	Narrative enquiry: observations, group interview, pair and individual interviews/all data transcribed and analysed/thematic approach/data presented as case studies of learners/	11–16	Passive, ‘about’

(cont. – A)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Hoxha and Sumner (2021, February, no volume number yet)	Children with English as an L1 or L2: Exploring reading	UK	Comparing EAL and monolingual children on measures of reading, literacy-related abilities, motivation and environmental factors/a set of tests/background questionnaire about home environment/stats	7–10	Passive, ‘on’
Normann (2021, 49/6)	Students’ perceptions of language learning experiences in short Erasmus+ mobilities	Norway	Qualitative case study/observations/reflection logs/interviews/qualitative analysis using constant comparative method	17	Passive, ‘about- with’
Haukas et al. (2021, 49/4)	Developing and validating a questionnaire on young learners/multilingualism and multilingual identity	Norway	Correlating variables such as open-mindedness with multilingual identity	Lower secondary (exact age not given)	Passive, ‘on’
Owen and Thomas (2021, 49/3)	The carousel-style lesson: An effective intervention to enhance motivation and the learning of foreign languages in primary French	UK	Case study/observation and questionnaires of pupil perceptions	11	Passive, ‘about’
Yu and Liu (2021, 49/1)	Reading aloud in ELT in China	China	Interview-based investigation/extracts	12–15 and 15–18	Passive, ‘about’

(cont. – B)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
San Isidro and Lasagabaster (2020, no volume number yet)	Students’ and families’ attitudes to motivation, language learning and CLIL	Spain (Spanish Galician bilinguals)	Longitudinal/CLIL and non-CLIL groups/experimental and control groups/set of L1 and L2 tests/attitude and motivation battery test/parents’ questionnaire/questionnaires administered three times in the year/stats	14 (at the start)	Passive, ‘on’
MacFarlane et al. (2020, no volume yet)	Core Academic Language Skills	South Africa	Piloting a version of an instrument developed in the USA (CALS: Core Academic Language Skills)/results compared and correlated with US results/stats	11	Passive, ‘on’
Goris et al. (2020, no volume yet)	Determinants of success in CLIL (comparisons of four countries)	Hungary, Italy, Germany and Netherlands	Sets of tests at the beginning and end of year/questionnaire at the beginning/growth over the year in CLIL/stats	12–15	Passive, ‘on’

(cont. – C)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Paraz Canado (2020, 48/1)	CLIL and elitism	Spain	Large-scale study with thousands of learners/verbal intelligence tests/motivation/English language level/SES/type of schools/urban and rural/stats	11–12 and 15–16	Passive, ‘on’
Navarro-Pablo and López Gándara (2020, 48/1)	The effects of CLIL on L1 competence	Spain	End-of-year Spanish results of CLIL and non-CLIL students/interviews with teachers and students/stats and some extracts	11 and 15	Passive, ‘on’
Lahuerta (2020, 48/2)	Accuracy of writing in EFL and CLIL: Impact of grade and gender	Spain	Four groups of students/composition writing/texts analysed for measures of accuracy/stats	13 and 15	Passive, ‘on’
Costley et al. (2020, 48/5)	Multilingual and monolingual children in primary language classrooms (learning of French as an L2)	UK	Background and attitude questionnaire for children/individual interviews with children and teacher/observed classes/test of metalinguistic awareness/test of French proficiency/memory test/comparisons between EAL and monolingual children/correlations/some stats	8–9	Passive, ‘on-about’

(cont. – D)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Porter (2020 48/5)	Early start to foreign language literacy in English primary schools (French as an L2)	UK	Integrated literacy programme as treatment for twenty-three weeks/pre- and post-test design/a range of tests/stats plus qualitative: children in groups ranked activities/questionnaire about children’s confidence levels/	9–11	Passive, ‘about-with’
Molway and Mutton (2020, 48/5)	Mindsets intervention (German as L2)	UK	Student questionnaires/intervention/correlation/descriptive stats	13	Passive, ‘on’
Iwaniec (2020, 48/4)	The effects of parental education level and school location on motivation	Poland	Questionnaire/correlation analysis/stats	15–16	Passive, ‘on’
Osborne et al. (2020, 48/4)	Introducing Chinese characters to beginners	Ireland	Action research/four groups and four different approaches to teaching the characters/translation exercises/completing re-ordering sentences/descriptive stats	14–16	Passive, ‘on’

(cont. – E)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Groff and Bellamy (2020, 48/3)	Biliteracy development in Mexico (Spanish and P’urchepecha)	Mexico	Written essay produced by students in two languages/analysis of orthography, lexicon, sentence structure, analysing connections between the languages/qualitative with extracts	9	Passive, ‘on’
Aldekoa et al. (2020, 48/3)	A trilingual teaching sequence for oral presentations	Spain (Basque country)	Trilingual learners/multilingual oral presentations/teaching sequence/comparison of initial and final presentations/textual analysis/discourse analysis/extracts	16	Passive, ‘on’
Deckner (2019, 47/5)	Motivational dip in year 7 (German or French as L2)	UK	Two questionnaires/stats	11–12	Passive, ‘on’
Bower (2019, 47/5)	Explaining motivation in language learning (CLIL French and German)	UK	Questionnaire-based on the ‘process motivation’ model/focus groups/interview/qualitative extracts	12–14	Passive, ‘on-about’
Pujadas and Muñoz, (2019, 47/4)	Extensive viewing of captioned and subtitled TV series: Vocabulary learning	Spain (Catalonia)	Four groups/four experimental conditions; captioned and focussed instruction, captioned non -focussed instruction, subtitles-focussed and non-subtitles-focussed instruction/‘Fresh off the boat’ series selected/pre- and post-test design/intervention a year long/proficiency and vocabulary tests before and after/questionnaire after/stats	13–14	Passive, ‘on’

(cont. – F)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Azkarai and Oliver (2019, 47/3)	Negative feedback on task repetition ESL and EFL settings	Spain and Australia	Children worked in pairs on a ‘spot the differences’ task/T1 and T2 testing times/transcription, coding and stats	7–8	Passive, ‘on’
Kalogirou et al. (2019, 47/3)	Vocabulary acquisition via drama, Welsh as an L2	UK	Pedagogy is task -based and communicative comprising pre-drama, drama and post-drama activities/two experimental drama groups and one control group/pre-test post-test design/three test of vocabulary/stats	9–10	Passive, ‘on’

(cont. – G)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Goris et al. (2019, 47/2)	Contribution of CLIL to learners’ international orientation and confidence	Netherlands, Germany and Italy	International orientation and confidence in EFL/questionnaires repeated after 1–2 years/stats	12–15	Passive, ‘on’
Walters (2019, 47/2)	Learning to read Hebrew in a Jewish community school	UK	Observations and interviews/longitudinal/over a year/interviews with headteacher and parents/qual analysis/extracts	5–13	Passive, ‘about’
Millonig et al. (2019, 47/2)	Young pupils’ perceptions of their foreign language learning lessons; use of drawings	Austria	Qualitative ethnographic case study of eighteen months/forty-eight drawings collected in two primary schools/interviews: learners’ commentary on the drawings/analysis of the drawings in both classrooms/extracts and drawings	7–8	Passive, ‘about’
Al-Hroub et al. (2019, 47/2)	The impact of the writers’ workshop approach on L2 writing	Lebanon	Intervention based action research/pre-test post-test design/eight weeks of intervention with writers’ workshop approach/participants had to write an opinion-based essay before and after/no control group/writing samples were scored/stats	10–11	Passive, ‘on’

(cont. – H)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Chambers (2019, 47/1)	Pupils’ perceptions of Key Stage 2 to 3 transition in modern foreign languages	UK	The same cohort of pupils interviewed a year apart (last year of primary and first year of secondary)/qualitative analysis/themes	10–11 and 11–12	Passive, ‘about-with’
Hofer and Jessner (2019, 47/1)	How does multilingual education affect young learners’ metalinguistic awareness and proficiency in L1 (Italian), L2 (German) and L3 (English)?	Italy	All participants completed a metalinguistic awareness test (L1) and a German and English test/traditional and multilingual education subjects compared/experimental and control groups/correlation analysis and stats	9	Passive, ‘on’
Lanvers et al. (2019, 47/1)	Changing students’ attitudes to language learning through teaching linguistics	UK	Pre-post questionnaire and intervention: a teaching pack plus qualitative student feedback/stats plus extracts from feedback	12–13	Passive, ‘on’
Papdopoulou et al. (2018, 46/5)	The Strategy Inventory for Language Learning revisited	Greece	Questionnaire/stats	9–16	Passive, ‘on’

(cont. – I)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Mitits et al. (2018, 46/5)	Does the language you speak at home affect the size of your L2 vocabulary? (Turkish minority language users)	Greece	Vocabulary size test in Greek and Turkish/language and social background questionnaire/correlations, gender effects/stats	10–16	Passive, ‘on’
Wyra and Lawson (2018, 46/5)	Vocabulary learning: Using the keyword method, strategy and meta-strategy knowledge (Spanish as L2)	Australia	Two groups of learners/experimental group: slightly different treatment/questionnaire about students’ strategies and meta-strategy knowledge/stats	11–12	Passive, ‘on’
Llaner et al. (2018, 46/2)	Role of learning contexts and individual differences in L2 writing performance on an intensive study abroad programme	UK (Spanish Catalonian students)	Three-week study abroad experience/pre-and post-test design/picture-based writing (one of the tests)/questionnaire about background and motivation and attitude/FAC examined in the writing/stats	12–17	Passive, ‘on’
Foster (2018, 46/2)	Attitudes to ancient Greek in three schools	UK	Attitude questionnaires given to both teachers and students in three secondary schools/some interviews/main themes discussed qualitatively	12–18	Passive, ‘about’

(cont. – J)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Lanes and Serrano (2017, 47/4)	At home versus study abroad for learners of English (primary, secondary and university)	Spain (Catalonia)	Several tests before and after to explore oral and writing skills (CAF)/written composition and an oral picture elicited narrative task/interview/questionnaire about their background/pre-post test design/comparisons/stats	10–11, 12–15 and 19 +	Passive, ‘on’
Gruber and Tonkyn (2017, 45/3)	Writing in French in English and German secondary schools	UK and Germany	All students were given a battery of tasks/questionnaire/semi-structured interviews/comparisons/descriptive stats	14–16	Passive, ‘on’
Kirsch and Bes Izuel (2017, 47/2)	Learning language with the iPad app iTeo (German and French as L2s)	Luxembourg	Longitudinal qualitative research study/video-recordings of the children’s collaboration in iTeo, using various languages and working on various types of texts/interviews with children, teacher and parents/thematic analysis/discourse analysis/excepts	6–7	Passive, ‘on – about’

(cont. – K)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Birketveit and Rimmereide (2017, 45/1)	Using authentic picture books and illustrated books to improve L2 writing	Norway	Case study/logbooks, a questionnaire (about enjoyment and perceived language progress)/individual interviews and learners’ written texts before and after the reading project/both quantitative and qualitative analysis/five weeks: choosing as many books to read as possible/writing on first day and last day based on pictures/interviews on the last day/discussion of themes	11	Passive, ‘on-about’
Campfield and Murphy (2017, 45/1)	The influence of prosodic input on word order acquisition	Poland	Three groups/experimental materials/teaching interventions/pre- and post-tests/stats	8–9	Passive, ‘on’
Montero et al. (2017, 45/1)	The influence of context and age on the use of L2 communicative strategies	Spain (Catalonia)	Comparison of age and context (study abroad and at home instruction); pre-post test design/an oral narrative both before and after the treatment/stats	10–11 and adults (university students)	Passive, ‘on’

(cont. – L)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Ashton, (2016, 47/1)	Reading approach and strategy use across languages in assessment (CEFR A1 and A2)	England	Three languages: (German, Japanese and Urdu)/paired think-aloud protocol for uncovering strategies used while reading/interviews conducted after think- aloud/summary of the strategies/some stats and some extracts	13–15	Passive, ‘on’
García Mayo and Imaz Agirre (2016, 44/4)	Task repetition and negotiation of meaning in pairs	Spain	Experimental and control groups/placement tests/self-selected pairs worked on ‘spot the differences’ task at times 1 and 2 (two months apart); one group repeated the same task and one group a similar task (procedural repetition)/ coding/stats	8–9 and 9–10	Passive, ‘on’
Gagne and Parks, (2016, 44/2)	Cooperative learning tasks: Turn-taking and participation (English as an L2)	Canada	Participation patterns of two heterogenous groups of grade 6 students/a set of collaborative tasks /two teams of four students/both high and low achievers/video-taped recordings of the task interactions/interviews prior and after the recordings/turn-taking analysis/some stats	11–12	Passive, ‘on’

(cont. – M)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Porter (2016, 44/2)	Teaching French vocabulary with gesture	UK	Pre-test/post-test and delayed post-test design/story told with pictures and gestures/story told with pictures only/video recording by teacher researchers/stats	5–7	Passive, ‘on’
Agustin Llach (2016, 44/2)	Does L1 make a difference? Vocabulary of German and Spanish EFL learners	Spain and Germany comparison	General language proficiency tests (to establish comparability of the groups)/two vocabulary tests/stats	9–10	Passive, ‘on’
Kirsch, (2016, 44/1)	Using storytelling to teach vocabulary (primary MFL class) German as L2	UK	Ethnographic/observations, interviews and post-tests/following six children- what vocabulary they learnt/asking the children to retell the story and recall any new words they learnt/interviews in pairs/children’s oral participation during storytelling recorded/evidence of vocabulary learning analysed qualitatively	10–11	Passive, ‘on-about’

(cont. – N)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Gene-Gil et al. (2015, 43/3)	Development of EFL writing over three years in CLIL and non-CLIL	Spain (Catalonia)	Longitudinal study; timed composition/measures taken at T1, 2, 3 and 4/CAF measures/stats	13 (at the start)	Passive, ‘on’
Ruiz de Zarobe and Zentoz (2015, 43/3)	Reading strategies and CLIL: Training in formal instruction	Spain (Basque country)	Experimental and control groups/pre-post-test design/both groups completed the same tests and questionnaires/the experimental group had the training intervention/stats	10–11	Passive, ‘on’
Doiz et al. (2014, 42/2)	CLIL and motivation	Spain (Basque Country)	Two year groups and within each one CLIL and one non-CLIL group/questionnaire/stats	12–13 and 14–15	Passive, ’on’
Nayak and Sylva (2013, 41/1)	The effects of a guided reading intervention on reading comprehension (Chinese learners of English)	Hong Kong	Three groups/guided reading book, e-reading book and control group/reading comprehension pre-tests/eight-week treatment/post-tests/stats	9–10	Passive, ‘on’

(cont. – O)

Author and year	Topic /key words	Country	Approach/methods	Age	Child participant role
Mearns, (2012, 40/2)	Using CLIL to enhance pupils’ experience of learning and raise attainment in German (L2)	UK	Action research project/teacher research/questionnaire/unit of work development/evaluation and assessment/summative survey/some descriptive stats	13–14	Passive, ‘about’
Liyanaga and Bartlett (2012, 40/2)	Gender and language learning strategy use	Sri Lanka	Questionnaire/stats	16–18	Passive, ‘on’
Hamid and Baldauf, (2011, 39/2)	Learner voices form rural Bangladesh	Bangladesh	Interviews/themes generated after transcribing the data/qualitative/some extracts	16+	Passive, ‘about’
Pennington et al. (2011, 39/2)	London English by Chinese and Bangladeshi adolescents	UK	Conversations and interviews in same gender pairs recorded/analysis of linguistic features in the data/extracts	13–18	Passive, ‘on-about’
Polat (2011, 39/1)	Gender differences in motivation and L2 accent attainment (Kurdish learners of Turkish as L2)	Türkiye	Background questionnaire/reading aloud samples/NS judges scored accents/questionnaire to measure motivation/interviews and filed notes/comparisons between genders/stats plus some qualitative analysis excerpts	13–18	Passive, ‘on’
59					TOTAL 324 (in all five journals)

Book contents

Appendix of Studies

Summary

Information