Number of items: 11.
Article
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Woore, R., Porter, A., Courtney, L. and Savory, C.
(2020)
Navigating the challenges of L2 reading: self-efficacy, self-regulatory reading strategies and learner profiles.
Modern Language Journal, 104 (4).
pp. 693-714.
ISSN 1540-4781
doi: https://doi.org/10.1111/modl.12670
Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Courtney, L., Ul-Abadin, Z. and Burn, K.
(2020)
Student access to the curriculum in an age of performativity and accountability: an examination of policy enactment.
Research Papers in Education, 35 (2).
pp. 228-248.
ISSN 1470-1146
doi: https://doi.org/10.1080/02671522.2019.1568528
Trakulphadetkrai, N. V. ORCID: https://orcid.org/0000-0002-0706-7991, Courtney, L., Clenton, J., Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Tsakalaki, A. ORCID: https://orcid.org/0000-0001-7342-3811
(2020)
The contribution of general language ability, reading
comprehension and working memory to mathematics
achievement among children with English as additional
language (EAL): an exploratory study.
International Journal of Bilingual Education and Bilingualism, 23 (4).
pp. 463-487.
ISSN 1367-0050
doi: https://doi.org/10.1080/13670050.2017.1373742
Courtney, L. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977
(2019)
‘It’s like having a test but in a fun way’: young learners’ perceptions of a digital game-based assessment of early language learning.
Language Teaching for Young Learners, 1 (2).
pp. 161-186.
ISSN 2589-207X
doi: https://doi.org/10.1075/ltyl.18009.cou
Courtney, L., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Tonkyn, A. and Marinis, T.
(2017)
Individual differences in early language learning: a study of English learners of French.
Applied Linguistics, 38 (6).
pp. 824-847.
ISSN 1477-450X
doi: https://doi.org/10.1093/applin/amv071
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Marinis, T. and Tonkyn, A.
(2017)
Early language learning: the impact of teaching and teacher factors.
Language Learning, 67 (4).
pp. 922-958.
ISSN 0023-8333
doi: https://doi.org/10.1111/lang.12251
Courtney, L.
(2017)
Transition in modern foreign languages: a longitudinal study of motivation for language learning and second language proficiency.
Oxford Review of Education, 43 (4).
pp. 462-481.
ISSN 0305-4985
doi: https://doi.org/10.1080/03054985.2017.1329721
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Tonkyn, A. and Marinis, T.
(2016)
Motivational trajectories for early language learning across the primary-secondary school transition.
British Educational Research Journal, 42 (4).
pp. 682-702.
ISSN 1469-3518
doi: https://doi.org/10.1002/berj.3230
Book or Report Section
Courtney, L.
(2013)
The role of context in forming young learners' attitudes and motivation to learning French.
In: Archibald, E. (ed.)
Multilingual Theory and Practice in Applied Linguistics. Proceedings of the 45th Annual Meeting of the British Association for Applied Linguistics.
British Association for Applied Linguistics, pp. 47-50.
ISBN 9780955953354
Report
Woore, R., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Porter, A., Courtney, L. and Savory, C.,
(2018)
Foreign language education: unlocking reading (FLEUR)
a study into the teaching of reading to beginner learners of French in secondary school.
Project Report.
Oxford University, Oxford.
Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Marinis, T. and Tonkyn, A.,
(2014)
Primary Modern Languages: the impact of teaching approaches on attainment and preparedness for secondary school language learning.
Project Report.
University of Reading
(Unpublished)
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