Kazuya Saito
Cited by
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Oral feedback in classroom SLA: A meta-analysis
R Lyster, K Saito
Studies in second language acquisition, 265-302, 2010
Oral corrective feedback in second language classrooms
R Lyster, K Saito, M Sato
Language teaching 46 (1), 1-40, 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
Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies
K Saito
Tesol Quarterly 46 (4), 842-854, 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
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
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
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
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
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
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
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
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
Investigating the pedagogical potential of recasts for L2 vowel acquisition
K Saito, R Lyster
TESOL quarterly 46 (2), 387-398, 2012
Experience effects on the development of late second language learners’ oral proficiency
K Saito
Language Learning 65 (3), 563-595, 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
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
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
Interactional feedback as instructional input: A synthesis of classroom SLA research
R Lyster, K Saito
Language, Interaction and Acquisition 1 (2), 276-297, 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
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