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Judit Kormos
Lancaster University
105Publications
24H-index
2,114Citations
Publications 105
Newest
Published on Sep 1, 2019in Journal of Second Language Writing 3.32
Marije Michel , Judit Kormos24
Estimated H-index: 24
+ 1 AuthorsMichael Ratajczak1
Estimated H-index: 1
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...
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Published on Jan 1, 2019in Language Testing 1.43
Milena Košak-Babuder (University of Ljubljana), Judit Kormos24
Estimated H-index: 24
(Lancaster University)
+ 1 AuthorsKarmen Pižorn1
Estimated H-index: 1
(University of Ljubljana)
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 lan...
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Published on Sep 1, 2018in Language Learning 1.66
Bimali Indrarathne3
Estimated H-index: 3
('KCL': King's College London),
Michael Ratajczak1
Estimated H-index: 1
(Lancaster University),
Judit Kormos24
Estimated H-index: 24
(Lancaster University)
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...
1 Citations Source Cite
Published on Aug 17, 2018in Applied Linguistics 3.23
Judit Kormos24
Estimated H-index: 24
(Lancaster University),
Milena Košak-Babuder (University of Ljubljana), Karmen Pizorn (University of Ljubljana)
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...
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Published on Nov 1, 2017in Language Teaching Research 2.09
Judit Kormos24
Estimated H-index: 24
(Lancaster University),
Yvonne Préfontaine3
Estimated H-index: 3
(Oracle Corporation)
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...
5 Citations Source Cite
Published on Nov 1, 2017in Teaching and Teacher Education 2.47
Judit Kormos24
Estimated H-index: 24
(Lancaster University),
Joanna Nijakowska3
Estimated H-index: 3
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...
3 Citations Source Cite
Published on Sep 1, 2017in Studies in Second Language Acquisition 2.70
Bimali Indrarathne3
Estimated H-index: 3
,
Judit Kormos24
Estimated H-index: 24
(Lancaster University)
In this study we examined language learners’ attentional processing of a target syntactic construction in written L2 input in different input conditions, the change in learners’ knowledge of the targeted construction in these conditions and the relationship between the change in knowledge and attentional processing. 100 L2 learners of English in Sri Lanka were divided into four experimental groups and control group: input flood, input enhancement, a specific instruction to pay attention to the t...
5 Citations Source Cite
Published on Sep 1, 2017in Annual Review of Applied Linguistics 4.88
Judit Kormos24
Estimated H-index: 24
(Lancaster University)
This paper reviews current research findings on how specific learning difficulties (SLDs) impact on the processes of multilingual language development. The review includes studies of young language learners in instructed classroom settings as well as of multilingual children in second language contexts. The paper starts with a definition of the concepts of disability and SLDs. Next, it discusses the interaction of cognitive factors with L1 and L2 literacy development and L2 learning. The paper a...
3 Citations Source Cite
Published on Sep 1, 2017in Studies in Second Language Acquisition 2.70
Bimali Indrarathne3
Estimated H-index: 3
,
Judit Kormos24
Estimated H-index: 24
5 Citations Source Cite
Published on Aug 30, 2017
Bimali Indrarathne3
Estimated H-index: 3
,
Michael Ratajczak1
Estimated H-index: 1
,
Judit Kormos24
Estimated H-index: 24
In this study we examined how students pay attention to target items in written L2 input in different instructional conditions and how attentional processing is related to the length of exposure. In an eye-tracking study, 45 undergraduate L2 learners of English in Sri Lanka read a story containing seven examples of a grammatical construction on three separate sessions. The first group read the stories with no textual enhancement and the second with the examples of the target structure visually e...
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