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Explicit Learning in the L2 Classroom
Abstract
Explicit Learning in the L2 Classroom offers a unique five-prong (theoretical, empirical, methodological, pedagogical, and model building) approach to the issue of explicit learning in the L2 classroom from a student-centered perspective. To achieve this five-prong objective, the book reports the theoretical underpinnings, empirical studies, and the research designs employed in current research to investigate the constructs of attention and awareness in SLA with the objectives to (1) propose a model of the L2 learning process in SLA that accounts for the cognitive processes employed during this process and (2) provide pedagogical and curricular implications for the L2 classroom. The book also provides a comprehensive treatise of research methodology that is aimed at not only underscoring the major features of conducting robust research designs with high levels of internal validity but also preparing teachers to become critical readers of published empirical research.
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In the citing paper
“This research has tended to focus on the construct of noticing, differentiating between noticing at the level of detection, awareness, and understanding (Leow, 2015; Robinson, 1995).”
From Exploring Engagement in Tasks in the Language Classroom (2016) · cites this paper as Leow, 2015
In the citing paper
“Researchers of L2 acquisition have emphasized the need for L2 learners to pay attention to the connections between language form and its meanings in use (e.g., Gass, 2003; Leow, 2015; Long, 1996; Schmidt, 2001).”
From Exploring Engagement in Tasks in the Language Classroom (2016) · cites this paper as Leow, 2015
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Items 201–255 of 255
Russian nominative-accusative case distinction
Kisselev, O. V., Rubina, A., & McManus, K. (2025) · Pedagogical Linguistics · doi:10.1075/pl.24010.kis
The Notion and Scope of Task-Based Language Teaching
Róg, T. (2025) · Second language learning and teaching · doi:10.1007/978-3-031-86566-4_2 · Cited by 3
Pragmatics in Second Language Acquisition: Overview of Selected Issues
Róg, T. (2025) · Second language learning and teaching · doi:10.1007/978-3-031-86566-4_1
Preparing Second Language Reading Materials
Jung, J. (2025) · English language education · doi:10.1007/978-981-96-6287-6_4
Researching grammatical patterning
(2025) · Research methods in applied linguistics · doi:10.1075/rmal.12.c6
(2025) · Research methods in applied linguistics · doi:10.1075/rmal.12.c9
Researching indirect uses of corpora for language teaching and learning
(2025) · Research methods in applied linguistics · doi:10.1075/rmal.12.c7
Researching direct uses of corpora for language teaching and learning
(2025) · Research methods in applied linguistics · doi:10.1075/rmal.12.c8
(2025) · Research methods in applied linguistics · doi:10.1075/rmal.12.refs
(2025) · Research methods in applied linguistics · doi:10.1075/rmal.12.index
Researching word classes using corpora and POS tagging
(2025) · Research methods in applied linguistics · doi:10.1075/rmal.12.c4
(2025) · Research methods in applied linguistics · doi:10.1075/rmal.12.ack
(2025) · Research methods in applied linguistics · doi:10.1075/rmal.12.c5
(2025) · Research methods in applied linguistics · doi:10.1075/rmal.12.c2
Corpus types and research perspectives
(2025) · Research methods in applied linguistics · doi:10.1075/rmal.12.c3
(2025) · Research methods in applied linguistics · doi:10.1075/rmal.12.c1
(2025) · Research methods in applied linguistics · doi:10.1075/rmal.12.for
(2025) · Research methods in applied linguistics · doi:10.1075/rmal.12.int
(2025) · Research methods in applied linguistics · doi:10.1075/rmal.12.toc
Pérez-Paredes, P., Mark, G., & O'Keeffe, A. (2025) · Research methods in applied linguistics · doi:10.1075/rmal.12.prelim
Kersten, K., Glaser, K., Ruhm, H., Roos, J., Brunsmeier, S., & Koch, M. J. (2025) · Language learning and language teaching · doi:10.1075/lllt.62.12ker
We need to write about children
(2023) · Trends in language acquisition research · doi:10.1075/tilar.32.c1
(2023) · Trends in language acquisition research · doi:10.1075/tilar.32.c5
Children and collaborative writing
(2023) · Trends in language acquisition research · doi:10.1075/tilar.32.c2
(2023) · Trends in language acquisition research · doi:10.1075/tilar.32.toc
(2023) · Trends in language acquisition research · doi:10.1075/tilar.32.refs
Children and written corrective feedback
(2023) · Trends in language acquisition research · doi:10.1075/tilar.32.c3
(2023) · Trends in language acquisition research · doi:10.1075/tilar.32.c7
(2023) · Trends in language acquisition research · doi:10.1075/tilar.32.index
(2023) · Trends in language acquisition research · doi:10.1075/tilar.32.c4
(2023) · Trends in language acquisition research · doi:10.1075/tilar.32.glossary
(2023) · Trends in language acquisition research · doi:10.1075/tilar.32.c6
(2023) · Trends in language acquisition research · doi:10.1075/tilar.32.prelim
(2023) · Trends in language acquisition research · doi:10.1075/tilar.32.intro
Are L2 listener verbal reports reactive? Insights from the learners
Yeldham, M., & Chen, R. T. (2025) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral-2024-0262
“…VRs, which are often used to research language skills such as reading (Smith et al. 2020), such re fl ection would seem more likely, and thus more of a concern, in the retrospective reports, as required in listener VRs, where the learner can e ff ectively get two bites of the cherry (Leow 2015).”
Manchón, R. M. (2025) · Canadian Journal of Applied Linguistics · doi:10.37213/cjal.2025.35714
Amvrazis, N. (2025) · Springer eBooks · doi:10.1007/978-3-031-94298-3_11
AI-Supported Feedback for Writing
Kemal, S., Süzan, D., Öztüfekçi, A., & Eşfer, S. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-7579-3.ch011
Peng, C. X., & Storch, N. (2025) · Modern Language Journal · doi:10.1111/modl.70003 · Cited by 2
“The analysis of students’ cognitive effort employed the concept of depth of processing (DoP; Leow, 2015) to examine how much cognitive effort individual students spent in deliberating about teacher and peer feedback within each single languaging episode.”
Aligning learning and teaching sequences
Listanti, A., & Torregrossa, J. (2025) · Studies in corpus linguistics · doi:10.1075/scl.122.10lis
Melogno, S., & Pinto, M. A. (2025) · Springer eBooks · doi:10.1007/978-3-032-03024-5_2
Torregrossa, J., & Carbonara, V. (2025) · Language Awareness · doi:10.1080/09658416.2025.2608085 · Cited by 8
“While error identification and correction rely on noticing and reporting, metalanguage draws on awareness at the level of understanding (Leow, 2015).”
Johnson, E., Peterson, M., Silverman, R. D., & Proctor, C. P. (2026) · Journal of Language Identity & Education · doi:10.1080/15348458.2026.2631153
Tran, H. M. (2026) · International Journal of Applied Linguistics · doi:10.1111/ijal.70159 · Cited by 1
López-Serrano, S., Sánchez‐Hernández, A., & Martínez‐Flor, A. (2026) · Languages · doi:10.3390/languages11040076 · Cited by 1
Shi, Y., & Wang, Y. (2026) · Language Teaching Research · doi:10.1177/13621688261432066
FROM RULES TO DEVELOPMENT: GRAMMAR AND SECOND LANGUAGE ACQUISITION
CHEPYSHKO, R. (2026) · Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University · doi:10.31861/gph2026.858-859.292-302
Michaud, G. (2026) · Computer Assisted Language Learning · doi:10.1080/09588221.2026.2693788
Exploring the progression and dynamics of learning minority and distant additional languages
Casademont, A. J., & Gagné, N. (2026) · International Journal of Multilingualism · doi:10.1080/14790718.2026.2701438
He, X., Godfroid, A., & Li, W. (2026) · Studies in Second Language Acquisition · doi:10.1017/s0272263126101843
Semantic Memory Tasks for Second-Language Speaking Performance
Qurbi, E. A. (2026) · Instructed Second Language Acquisition · doi:10.3138/isla-2025-0015
Li, C., Han, Y., & Feng, E. (2026) · Computers & Education · doi:10.1016/j.compedu.2026.105751
Typographic enhancement and attention in learning L2 collocations
Tuzcu, A., & Puimège, E. (2026) · Applied Psycholinguistics · doi:10.1017/s0142716426100885
“TE is further supported by SLA learning theories such as Schmidt ’ s (1990) noticing hypothesis and Leow ’ s (2015) model of L2 learning processes in instructed SLA, both of which posit that conscious attention to linguistic forms is necessary for initial processing and learning of L2 input.”
Metadata
- Authors
- Leow, R. P.
- Corresponding author
- Leow, Ronald P.
- ORCID
- Leow, Ronald P.
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 2015-02-20
- OpenAlex
- W4253959128
- Cited by
- 255
- References
- 0
- Citations by year
- 2026: 20 · 2025: 56 · 2024: 17 · 2023: 39 · 2022: 22 · 2021: 20 · 2020: 30 · 2019: 17 · 2018: 16 · 2017: 5 · 2016: 8 · 2015: 4
- FWCI
- 13.01
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Routledge eBooks (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Keywords
- explicit learning, second language acquisition, attention, awareness, cognitive processes in language learning, student-centered learning, curriculum implications, research design, internal validity, research critique
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