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Judit Kormos
Lancaster University
108Publications
24H-index
2,301Citations
Publications 108
Newest
#1Emma Marsden (Ebor: University of York)H-Index: 14
#2Scott A. Crossley (GSU: Georgia State University)H-Index: 29
Last.Guillaume Thierry (Bangor University)H-Index: 34
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#1Judit Kormos (Lancaster University)H-Index: 24
#2Milena Košak Babuder (University of Ljubljana)H-Index: 1
Last.Karmen Pižorn (University of Ljubljana)H-Index: 2
view all 3 authors...
Our study investigated the differences in low-level L1 skills, L2 reading and listening and reading-while-listening outcomes between young dyslexic and non-dyslexic Slovenian learners of English. The research, in which children completed four language assessment tasks in three modes in a carefully counter-balanced order, also examined the relationship between low-level L1 skills and L2 reading, listening and reading-while-listening performance. The findings show that, in Slovenian, which is a tr...
Source
#1Judit KormosH-Index: 24
#2Michael RatajczakH-Index: 2
Currently no study has systematically investigated how second language learners (L2) with specific learning difficulties (SpLDs) benefit from extended time in L2 assessment. Research in this area is needed because judgements about time extensions are often based on intuitions rather than on research evidence. This study investigated the effect of different timing conditions on the L2 reading performance of adolescent learners of English who demonstrate different first language (L1) literacy prof...
#1Judit Kormos (Lancaster University)H-Index: 24
#2Tineke Brunfaut (Lancaster University)H-Index: 7
Last.Marije Michel (Lancaster University)H-Index: 7
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ABSTRACTPrevious studies examined the association between motivational characteristics and language learning achievement, but considerably less is known about young language learners’ task-specific...
Source
#1Marije Michel (Lancaster University)H-Index: 7
#2Judit Kormos (Lancaster University)H-Index: 24
Last.Michael Ratajczak (Lancaster University)H-Index: 2
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This study investigated the role of working memory (WM) in the second language (L2) writing performance of young English language learners. It also examined how L2 writing achievement relates to task type and grade level and whether the effect of cognitive abilities varies across different task types and grade level. The participants were 94 young learners (Grades 6 and 7) in Hungary, who performed four writing task types as part of the TOEFL® Junior™ Comprehensive test-battery and completed cog...
1 CitationsSource
This study examined the linguistic dimensions of comprehensibility and perceived fluency in the context of L2 argumentative speech elicited from 40 Japanese-speaking learners of English. Their speaking performance was judged by 10 inexperienced native speakers of English for comprehensibility and perceived fluency, and was also objectively analyzed in terms of complexity, accuracy, and fluency as well as pronunciation and discourse features. The results showed that comprehensibility and fluency ...
Source
#1Milena Košak-Babuder (University of Ljubljana)H-Index: 1
#2Judit Kormos (Lancaster University)H-Index: 24
Last.Karmen Pižorn (University of Ljubljana)H-Index: 2
view all 4 authors...
One of the special arrangements in testing contexts is to allow dyslexic students to listen to the text while they read. In our study, we investigated the effect of read-aloud assistance on young English learners’ language comprehension scores. We also examined whether students with dyslexia identification benefit from this assistance differently from their peers with no official identification of dyslexia. Our research was conducted with young Slovenian learners of English who performed four la...
2 CitationsSource
#1Bimali Indrarathne ('KCL': King's College London)H-Index: 2
#2Michael Ratajczak (Lancaster University)H-Index: 2
Last.Judit Kormos (Lancaster University)H-Index: 24
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This study used eye-tracking to examine changes in how second language (L2) learners process target grammatical exemplars in written L2 input in implicit and explicit instructional conditions and how these changes relate to learning gains. In three separate sessions, 77 L2 learners of English read a story containing seven examples of a grammatical construction. The results of a growth curve analysis indicated significant main effects for the instructional condition and test sessions on total fix...
2 CitationsSource
#1Judit Kormos (Lancaster University)H-Index: 24
#2Yvonne Préfontaine (Oracle Corporation)H-Index: 4
The present mixed-methods study examined the role of learner appraisals of speech tasks in second language (L2) French fluency. Forty adult learners in a Canadian immersion program participated in the study that compared four sources of data: (1) objectively measured utterance fluency in participants’ performances of three narrative tasks differing in their conceptualization and formulation demands, (2) a questionnaire on their interest, task-related anxiety, task motivation, and perceived succe...
7 CitationsSource
Abstract In this study we investigated whether language teachers' self-confidence, self-efficacy and attitudes to using inclusive educational practices with dyslexic students differ before and after participation in a massive open online course (MOOC). An online questionnaire survey, before (n = 1187) and after the course (n = 752), showed that the participants’ post-course attitudes were more positive, their self-efficacy beliefs higher and their concerns lower than at the beginning of the cour...
4 CitationsSource
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