Kazuya Saito

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Pavel TrofimovichConcordia UniversityVerified email at concordia.ca
Roy LysterMcGill UniversityVerified email at mcgill.ca
Talia IsaacsAssociate Professor of Applied Linguistics and TESOL, University College LondonVerified email at ucl.ac.uk
Jean-Marc DewaeleProfessor in Applied Linguistics & Multilingualism, Birkbeck, University of LondonVerified email at bbk.ac.uk
Dustin CrowtherUniversity of Hawai'i at ManoaVerified email at hawaii.edu
Hui SunUniversity of BirminghamVerified email at bham.ac.uk
Adam Taylor TierneyReader in Cognitive Neuroscience, Birkbeck, University of LondonVerified email at bbk.ac.uk
Stuart WebbThe University of Western OntarioVerified email at uwo.ca
Yuka AkiyamaGeorgetown UniversityVerified email at georgetown.edu
Viktoria MagneSenior lecturer, University of West LondonVerified email at uwl.ac.uk
Takumi UchiharaWaseda UniversityVerified email at aoni.waseda.jp
Natsuko ShintaniKansai UniversityVerified email at kansai-u.ac.jp
Luke PlonskyAssociate Professor, Northern Arizona UniversityVerified email at nau.edu
Yo In'namiProfessor of English, Chuo University, Tokyo, JapanVerified email at tamacc.chuo-u.ac.jp
Magdalena KachlickaUniversity College LondonVerified email at ucl.ac.uk
Shungo SuzukiLancaster UniversityVerified email at lancaster.ac.uk
Murray J. MunroProfessor of Linguistics, Simon Fraser UniversityVerified email at sfu.ca
Sara KennedyConcordia UniversityVerified email at concordia.ca
Francois-Xavier BrajotOhio UniversityVerified email at ohio.edu
Tracey DerwingProfessor Emerita University of Alberta; Adjunct Professor, Simon Fraser UniversityVerified email at ualberta.ca

Kazuya Saito

University College London

Verified email at ucl.ac.uk - Homepage

Second Language Acquisition Applied Linguistics Phonetics Education Psycholinguistics


Title Sort by citations Sort by year Sort by title	Cited by Cited by	Year
Oral feedback in classroom SLA: A meta-analysis R Lyster, K Saito Studies in second language acquisition, 265-302, 2010	793	2010
Oral corrective feedback in second language classrooms R Lyster, K Saito, M Sato Language teaching 46 (1), 1, 2013	712	2013
Effects of form‐focused instruction and corrective feedback on L2 pronunciation development of/ɹ/by Japanese learners of English K Saito, R Lyster Language learning 62 (2), 595-633, 2012	410	2012
Foreign language enjoyment and anxiety: The effect of teacher and learner variables JM Dewaele, J Witney, K Saito, L Dewaele Language teaching research 22 (6), 676-697, 2018	240	2018
Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies K Saito Tesol Quarterly 46 (4), 842-854, 2012	218	2012
Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: An instructed SLA approach to L2 phonology K Saito Language awareness 20 (1), 45-59, 2011	170	2011
Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels K Saito, P Trofimovich, T Isaacs Applied Psycholinguistics 37, 217-240, 2016	164	2016
Using listener judgments to investigate linguistic influences on L2 comprehensibility and accentedness: A validation and generalization study K Saito, P Trofimovich, T Isaacs Applied Linguistics 38 (4), 439-462, 2017	155	2017
Reexamining effects of form-focused instruction on L2 pronunciation development: The role of explicit phonetic information K Saito Studies in second language acquisition 35 (1), 1-29, 2013	143	2013
The Influence of Explicit Phonetic Instruction on Pronunciation in EFL Settings: The Case of English Vowels and Japanese Learners of English. K Saito Linguistics Journal 2 (3), 2007	98	2007
Second language comprehensibility revisited: Investigating the effects of learner background D Crowther, P Trofimovich, K Saito, T Isaacs TESOL quarterly 49 (4), 814-837, 2015	92	2015
Does a Speaking Task Affect Second Language Comprehensibility? D Crowther, P Trofimovich, T Isaacs, K Saito The Modern Language Journal 99 (1), 80-95, 2015	89	2015
The acquisitional value of recasts in instructed second language speech learning: Teaching the perception and production of English/ɹ/to adult Japanese learners K Saito Language learning 63 (3), 499-529, 2013	85	2013
Effects of recasts and prompts on L2 pronunciation development: Teaching English/ɹ/to Korean adult EFL learners R Gooch, K Saito, R Lyster System 60, 117-127, 2016	78	2016
Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross‐sectional and longitudinal study K Saito, JM Dewaele, M Abe, Y In'nami Language Learning 68 (3), 709-743, 2018	70	2018
Flawed self-assessment: Investigating self-and other-perception of second language speech P Trofimovich, T Isaacs, S Kennedy, K Saito, D Crowther Bilingualism: Language and Cognition 19 (01), 122-140, 2016	69	2016
Investigating the pedagogical potential of recasts for L2 vowel acquisition K Saito, R Lyster TESOL quarterly 46 (2), 387-398, 2012	68	2012
The effect of perception of teacher characteristics on Spanish EFL learners’ anxiety and enjoyment JM DEWAELE, AF Magdalena, K Saito The Modern Language Journal 103 (2), 412-427, 2019	67	2019
Effects of second language pronunciation teaching revisited: A proposed measurement framework and meta‐analysis K Saito, L Plonsky Language Learning 69 (3), 652-708, 2019	65	2019
Experience effects on the development of late second language learners’ oral proficiency K Saito Language Learning 65 (3), 563-595, 2015	61	2015

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