| Oral feedback in classroom SLA: A meta-analysis R Lyster, K Saito Studies in second language acquisition, 265-302, 2010 | 672 | 2010 |
| Oral corrective feedback in second language classrooms R Lyster, K Saito, M Sato Language teaching 46 (1), 1-40, 2013 | 572 | 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 | 334 | 2012 |
| Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies K Saito Tesol Quarterly 46 (4), 842-854, 2012 | 176 | 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 | 138 | 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 | 129 | 2016 |
| 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 | 124 | 2018 |
| 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 | 118 | 2013 |
| 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 | 107 | 2017 |
| 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 | 77 | 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 | 72 | 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 | 71 | 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 | 68 | 2013 |
| Investigating the pedagogical potential of recasts for L2 vowel acquisition K Saito, R Lyster TESOL quarterly 46 (2), 387-398, 2012 | 57 | 2012 |
| Experience effects on the development of late second language learners’ oral proficiency K Saito Language Learning 65 (3), 563-595, 2015 | 54 | 2015 |
| 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 | 53 | 2016 |
| 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 | 51 | 2016 |
| Lexical profiles of comprehensible second language speech: The role of appropriateness, fluency, variation, sophistication, abstractness, and sense relations K Saito, S Webb, P Trofimovich, T Isaacs Studies in Second Language Acquisition 38 (4), 677-701, 2016 | 46 | 2016 |
| Interactional feedback as instructional input: A synthesis of classroom SLA research R Lyster, K Saito Language, Interaction and Acquisition 1 (2), 276-297, 2010 | 46 | 2010 |
| Communicative focus on second language phonetic form: Teaching Japanese learners to perceive and produce English/ɹ/without explicit instruction K Saito Applied Psycholinguistics 36 (02), 377-409, 2015 | 43 | 2015 |
Pavel TrofimovichConcordia UniversityVerified email at concordia.ca
