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L2 learners’ acquisition of simple vs. complex linguistic features across explicit vs. implicit instructional approaches: The mediating role of beliefs
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/9781444315783.ch38openalex-snapshot
Investigating the Effects and Effectiveness of L2 Instruction
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Exploring Taiwanese high school students' conceptions of and approaches to learning science through a structural equation modeling analysis
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Relationships between epistemic beliefs and achievement goals: developmental trends over grades 5–11
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When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing
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Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science
inferredcites →https://doi.org/10.1007/s11409-009-9038-4openalex-snapshot
Epistemological beliefs and epistemic strategies in self-regulated learning
inferredcites →https://doi.org/10.1007/s11409-009-9051-7openalex-snapshot
Epistemology, metacognition, and self-regulation: musings on an emerging field
inferredcites →https://doi.org/10.1007/s40299-018-0384-3openalex-snapshot
Relationships Among Epistemic Beliefs, Perception of Learning Environment, Study Approaches and Academic Performance: A Longitudinal Exploration with 3P Model
inferredcites →https://doi.org/10.1016/0346-251x(89)90018-3openalex-snapshot
Second language grammar: Learning and teaching
inferredcites →https://doi.org/10.1016/j.cedpsych.2009.06.005openalex-snapshot
Epistemic beliefs: Setting the standards for self-regulated learning
inferredcites →https://doi.org/10.1016/j.learninstruc.2011.05.002openalex-snapshot
Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students
inferredcites →https://doi.org/10.1016/j.lindif.2014.10.003openalex-snapshot
Investigating cognitive capacity, personality, and epistemic beliefs in relation to science achievement
inferredcites →https://doi.org/10.1016/j.system.2004.06.007openalex-snapshot
The effectiveness of explicit attention to form in language learning
inferredcites →https://doi.org/10.1016/j.system.2013.10.008openalex-snapshot
Deductive versus inductive grammar instruction: Investigating possible relationships between gains, preferences and learning styles
inferredcites →https://doi.org/10.1016/j.system.2013.10.017openalex-snapshot
EFL students' grammar achievement in a hypermedia context: Exploring the role of Internet-specific personal epistemology
inferredcites →https://doi.org/10.1016/j.system.2014.03.002openalex-snapshot
Disciplinary variations in English domain-specific personal epistemology: Insights from disciplines differing along Biglan's dimensions of academic domains classification
inferredcites →https://doi.org/10.1016/j.system.2014.06.003openalex-snapshot
The effectiveness of deductive, inductive, implicit and incidental grammatical instruction in second language classrooms
inferredcites →https://doi.org/10.1016/j.system.2016.09.002openalex-snapshot
Comparing inductive and deductive grammatical instruction in teaching German as a foreign language in Dutch classrooms
inferredcites →https://doi.org/10.1016/s0885-2014(00)00030-7openalex-snapshot
The development of epistemological understanding
inferredcites →https://doi.org/10.1017/s0272263100010287openalex-snapshot
Second Language Instruction Does Make a Difference
inferredcites →https://doi.org/10.1017/s0272263100014674openalex-snapshot
Learning Simple and Complex Second Language Rules Under Implicit, Incidental, Rule-Search, and Instructed Conditions
inferredcites →https://doi.org/10.1017/s0272263105050084openalex-snapshot
THEORETICAL AND EMPIRICAL ISSUES IN THE STUDY OF IMPLICIT AND EXPLICIT SECOND-LANGUAGE LEARNING: Introduction
inferredcites →https://doi.org/10.1017/s0272263197002052openalex-snapshot
GENERALIZABILITY AND AUTOMATICITY OF SECOND LANGUAGE LEARNING UNDER IMPLICIT, INCIDENTAL, ENHANCED, AND INSTRUCTED CONDITIONS
inferredcites →https://doi.org/10.1037/0022-0663.100.2.291openalex-snapshot
On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest.
inferredcites →https://doi.org/10.1037/0022-0663.82.3.498openalex-snapshot
Effects of beliefs about the nature of knowledge on comprehension.
inferredcites →https://doi.org/10.1037/0022-0663.84.4.435openalex-snapshot
Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so.
inferredcites →https://doi.org/10.1037/0096-3445.118.3.219openalex-snapshot
Implicit learning and tacit knowledge.
inferredcites →https://doi.org/10.1080/00220671.2015.1034353openalex-snapshot
Epistemic beliefs and achievement goal orientations: Relations between constructs versus personal profiles
inferredcites →https://doi.org/10.1080/15332276.2010.11673581openalex-snapshot
Systems and Models for Developing Programs for the Gifted and Talented
inferredcites →https://doi.org/10.1093/acprof:oso/9780195106589.001.0001openalex-snapshot
Implicit Learning and Tacit Knowledge
inferredcites →https://doi.org/10.1093/applin/aml015openalex-snapshot
Selective Attention and Transfer Phenomena in L2 Acquisition: Contingency, Cue Competition, Salience, Interference, Overshadowing, Blocking, and Perceptual Learning
inferredcites →https://doi.org/10.1111/0026-7902.00107openalex-snapshot
Cultural Differences in Student and Teacher Perceptions Concerning the Role of Grammar Instruction and Corrective Feedback: USA‐Colombia
inferredcites →https://doi.org/10.1111/j.0023-8333.2005.00294.xopenalex-snapshot
What Makes Learning Second‐Language Grammar Difficult? A Review of Issues
inferredcites →https://doi.org/10.1111/j.1467-1770.1995.tb00441.xopenalex-snapshot
Attention, Memory, and the “Noticing” Hypothesis
inferredcites →https://doi.org/10.1111/j.1467-9922.2010.00562.xopenalex-snapshot
Interactions Between Type of Instruction and Type of Language Feature: A Meta‐Analysis
inferredcites →https://doi.org/10.1111/j.1467-9922.2010.00623.xopenalex-snapshot
Effect of Explicit and Implicit Instruction on Free Written Response Task Performance
inferredcites →https://doi.org/10.1111/j.1540-4781.1989.tb05303.xopenalex-snapshot
An Empirical Study of Explicit and Implicit Teaching Strategies in French
inferredcites →https://doi.org/10.1111/j.1540-4781.2009.00893.xopenalex-snapshot
Input and Second Language Acquisition: The Roles of Frequency, Form, and Function Introduction to the Special Issue
inferredcites →https://doi.org/10.1111/j.1944-9720.2005.tb02449.xopenalex-snapshot
Literary Texts and Grammar Instruction: Revisiting the Inductive Presentation
inferredcites →https://doi.org/10.1111/j.1944-9720.2011.01133.xopenalex-snapshot
Effectiveness of a Guided Inductive Versus a Deductive Approach on the Learning of Grammar in the Intermediate‐Level College French Classroom
inferredcites →https://doi.org/10.1111/lang.12241openalex-snapshot
The Interface of Explicit and Implicit Knowledge in a Second Language: Insights From Individual Differences in Cognitive Aptitudes
inferredcites →https://doi.org/10.1177/1362168806072398openalex-snapshot
Durability problems with explicit instruction in an EFL context: the learning of the English copula be before and after the introduction of the auxiliary be
inferredcites →https://doi.org/10.1177/1362168811423339openalex-snapshot
Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge
inferredcites →https://doi.org/10.1191/1362168803lr128oaopenalex-snapshot
Reviewing the case for explicit grammar instruction in the university foreign language learning context
inferredcites →https://doi.org/10.1191/1362168806lr197oaopenalex-snapshot
Does intensive explicit grammar instruction make all the difference?
inferredcites →https://doi.org/10.1207/s15326985ep3901_4openalex-snapshot
Evolution of a Constructivist Conceptualization of Epistemological Reflection
inferredcites →https://doi.org/10.1515/9783110197372.2.235openalex-snapshot
Structure complexity and the efficacy of explicit grammar instruction
inferredcites →https://doi.org/10.2307/326882openalex-snapshot
Second Language Acquisition and Second Language Learning
inferredcites →https://doi.org/10.2307/3586393openalex-snapshot
The Input Hypothesis: Issues and Implications
inferredcites →https://doi.org/10.2307/3587210openalex-snapshot
Implicit and Explicit Learning of L2 Grammar: A Pilot Study
inferredcites →https://doi.org/10.2307/3588082openalex-snapshot
The Study of Second Language Acquisition
inferredcites →https://doi.org/10.3102/00346543067001088openalex-snapshot
The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning
inferredcites →https://doi.org/10.4324/9780203053874openalex-snapshot
Handbook of Educational Psychology
inferredcites →https://doi.org/10.4324/9780203808184openalex-snapshot
The Routledge Handbook of Second Language Acquisition
inferredcites →https://doi.org/10.4324/9781315795225openalex-snapshot
Handbook of Epistemic Cognition
inferredcites →https://doi.org/10.4324/9781410613349openalex-snapshot
The Psychology of the Language Learner: Individual Differences in Second Language Acquisition
inferredcites →https://doi.org/10.6018/rie.31.2.170911openalex-snapshot
Creencias epistemológicas de dominio específico y general. Efectos sobre la habilidad matemática
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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“I Am More in Control During Interaction” – Computational Thinking Strategy in Enhancing Learners’ Fluency and Accuracy
inferred← citeshttps://doi.org/10.1002/9781405198431.wbeal20453openalex-snapshot
Grammar as a Pedagogical Target
inferred← citeshttps://doi.org/10.1111/lang.70010openalex-snapshot
Gains in Pronunciation of Lexeme‐Initial Biconsonantal Clusters Among Second Language Learners: An Individual Differences–Treatment Interaction Design
inferred← citeshttps://doi.org/10.4018/978-1-6684-8761-7.ch006openalex-snapshot
Digital Technology and Language Learning
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Assessing the Philippine Language and Literature Open Resources on Fitness for Purpose: A Case Study of Aklatang Bayan and Kadluan
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