Number of items: 23.
Alrashdi, S.
(2025)
EFL teachers’ knowledge and perception of metadiscourse (MD) markers in argumentative writing and their teaching practices.
PhD thesis, University of Reading.
doi: 10.48683/1926.00123745
Badri, A., Graham, S.
ORCID: https://orcid.org/0000-0002-7743-3977 and Zhang, P. A.
ORCID: https://orcid.org/0000-0002-2136-4984
(2025)
Bridging barriers: aural cues, codeswitching, and proficiency in vocabulary learning for visually impaired learners.
Studies in Second Language Acquisition.
ISSN 1470-1545
(In Press)
Baxter, J., Floyd, A.
ORCID: https://orcid.org/0000-0002-2008-7831 and Morales, A.
(2025)
Strategy as learning in a crisis situation in education: Is there evidence of identity as a core component of strategy as learning in schools?
School Leadership and Management, 45 (1).
pp. 53-83.
ISSN 1364-2626
doi: 10.1080/13632434.2024.2424281
Cheung, K. L., Thomas, M., Wong, B.
ORCID: https://orcid.org/0000-0002-7310-6418, Hills, L., Froome, H., Worsfold, N. and Bailey, D. P.
(2025)
Exploring student consensus about module-level ethnicity awarding gaps: a Delphi approach.
Journal of Further and Higher Education, 49 (1).
pp. 31-44.
ISSN 1469-9486
doi: 10.1080/0309877X.2024.2428722
Chiu, Y.-L. T., Wong, B.
ORCID: https://orcid.org/0000-0002-7310-6418, Murray, Ó. M., Horsburgh, J. and Copsey-Blake, M.
(2025)
‘I deserve to be here’: minority ethnic students and their conditional belonging in UK higher education.
Higher Education.
ISSN 1573-174X
doi: 10.1007/s10734-025-01469-1
Davies, N.
(2025)
Can’t count, won’t count! Investigating pre-service teachers’ mathematics anxiety and the extent that a subject knowledge intervention can reduce anxiety in mathematics.
EdD thesis, University of Reading.
doi: 10.48683/1926.00123613
Forth, A.
(2025)
Cooperative learning in sixth form supervised study.
EdD thesis, University of Reading.
doi: 10.48683/1926.00123850
Grønhøj, E. O., Wong, B.
ORCID: https://orcid.org/0000-0002-7310-6418 and Bundsgaard, J.
(2025)
Exploring young people’s perceptions and discourses of technology occupations through descriptive drawings and a questionnaire.
Computer Science Education, 35 (2).
pp. 267-291.
ISSN 1744-5175
doi: 10.1080/08993408.2024.2385876
Hassanin, N.
(2025)
Parents’ and teachers’ roles in supporting the development of
digital citizenship among Saudi children in early childhood schools.
PhD thesis, University of Reading.
doi: 10.48683/1926.00121606
Jennings, B. J.
(2025)
The vocabulary challenge of the English Language GCSE Exam and the implications for adolescent reading experience.
PhD thesis, University of Reading.
doi: 10.48683/1926.00122390
Jennings, B., Powell, D.
ORCID: https://orcid.org/0000-0002-3607-2407, Jaworska, S.
ORCID: https://orcid.org/0000-0001-7465-2245 and Joseph, H.
ORCID: https://orcid.org/0000-0003-4325-4628
(2025)
Adolescent reading experience, independent choices and curriculum materials.
Applied Corpus Linguistics, 5 (1).
100124.
ISSN 2666-7991
doi: 10.1016/j.acorp.2025.100124
Krüsemann, H. and Graham, S.
ORCID: https://orcid.org/0000-0002-7743-3977
(2025)
“Learning German is like…”: how learner representations, motivational beliefs, and perceptions of public views relate to motivation for continuing German study.
Language Learning Journal, 53 (4).
pp. 446-472.
ISSN 1753-2167
doi: 10.1080/09571736.2024.2388116
Manning, C.
ORCID: https://orcid.org/0000-0001-6862-2525, Jennings, B., MacLennand, K., Rayat, R., Spiller, K. and Joseph, H.
ORCID: https://orcid.org/0000-0003-4325-4628
(2025)
What are the research priorities for the dyslexia community in the United Kingdom and how do they align with previous research funding?
Dyslexia, 31 (2).
e70004.
ISSN 1099-0909
doi: 10.1002/dys.70004
Mansouri, K. and Graham, S.
ORCID: https://orcid.org/0000-0002-7743-3977
(2025)
Self-regulation in L2 listening: the role of teacher and learner self-efficacy and the mediating influence of metacognition.
System, 129.
103598.
ISSN 0346-251X
doi: 10.1016/j.system.2025.103598
Reed Johnson, J. A.
ORCID: https://orcid.org/0000-0002-0247-4555, Marston, S.
ORCID: https://orcid.org/0009-0006-0187-801X, Happle, A. and Majid, N.
(2025)
Climate change and sustainability education framework: an
opportunity for pre-service teaching.
Cogent Education, 12 (1).
2460412.
ISSN 2331-186X
doi: 10.1080/2331186X.2025.2460412
Sahan, K.
ORCID: https://orcid.org/0000-0003-4423-3108, Galloway, N. and McKinley, J.
ORCID: https://orcid.org/0000-0002-9949-8368
(2025)
‘English-only’ English medium instruction: mixed views in Thai and Vietnamese higher education.
Language Teaching Research, 29 (2).
pp. 657-676.
ISSN 1477-0954
doi: 10.1177/13621688211072632
Silvestri, C.
ORCID: https://orcid.org/0000-0003-1375-8729
(2025)
Complementary schools as ‘breathing spaces’: identity, multilingualism and critical pedagogies in heritage language education.
Language and Education, 39 (2).
pp. 470-488.
ISSN 1747-7581
doi: 10.1080/09500782.2024.2404089
Wilkinson, L.
(2025)
Internal and external accountability in English independent schools: The role of leadership and professional
values in navigating educational pressures.
EdD thesis, University of Reading.
doi: 10.48683/1926.00123081
Wong, B.
ORCID: https://orcid.org/0000-0002-7310-6418 and Fletcher, L.
(2025)
Assessing the impact of a university transition online course on student continuation using statistical matching methods.
Evaluation Review.
ISSN 1552-3926
doi: 10.1177/0193841X251339686
Yang, H.
(2025)
The development of learners’ listening comprehension,
self-efficacy, and anxiety within an informal digital learning of English listening (IDLEL) context: Examining the role of IDLEL engagement and self-regulation.
PhD thesis, University of Reading.
doi: 10.48683/1926.00123590
Ye, J.
(2025)
A comparative study of technology-enhanced vocabulary learning approaches: integrating self-regulated learning, examining repetition effects and role of individual differences.
PhD thesis, University of Reading.
doi: 10.48683/1926.00123446
Ye, J., Zhang, P.
ORCID: https://orcid.org/0000-0002-2136-4984, Kasprowicz, R.
ORCID: https://orcid.org/0000-0001-9248-6834 and Tissot, C.
ORCID: https://orcid.org/0000-0001-9835-0903
(2025)
Technology-enhanced vocabulary learning: the role of self-regulation and prior knowledge.
Language Learning & Technology.
ISSN 1094-3501
(In Press)
Zhang, P.
ORCID: https://orcid.org/0000-0002-2136-4984 and Zhang, S.
(2025)
Attention and learning in L2 multimodality: a webcam-based eye-tracking study.
Language Learning & Technology, 29 (1).
pp. 1-27.
ISSN 1094-3501
This list was generated on Fri Aug 8 08:05:11 2025 UTC.