| Second language learning theories R Mitchell, F Myles, E Marsden Routledge, 2019 | 5286 | 2019 |
| Single group, pre-and post-test research designs: Some methodological concerns E Marsden, CJ Torgerson Oxford Review of Education 38 (5), 583-616, 2012 | 443 | 2012 |
| The IRIS Repository: Advancing research practice and methodology E Marsden, A Mackey, L Plonsky Advancing methodology and practice, 1-21, 2015 | 256* | 2015 |
| Replication in second language research: Narrative and systematic reviews and recommendations for the field E Marsden, K Morgan‐Short, S Thompson, D Abugaber Language Learning 68 (2), 321-391, 2018 | 224 | 2018 |
| Foreign language educators’ exposure to research: Reported experiences, exposure via citations, and a proposal for action E Marsden, R Kasprowicz The Modern Language Journal 101 (4), 613-642, 2017 | 163 | 2017 |
| A methodological synthesis of self-paced reading in second language research E Marsden, S Thompson, L Plonsky Applied Psycholinguistics 39 (5), 861-904, 2018 | 162 | 2018 |
| Exploring input processing in the classroom: An experimental comparison of processing instruction and enriched input E Marsden Language learning 56 (3), 507-566, 2006 | 125 | 2006 |
| A methodological synthesis and meta-analysis of judgment tasks in second language research L Plonsky, E Marsden, D Crowther, SM Gass, P Spinner Second Language Research 36 (4), 583-621, 2020 | 116 | 2020 |
| Perceptions, attitudes, and choosing to study foreign languages in England: An experimental intervention F Taylor, EJ Marsden The Modern Language Journal 98 (4), 902-920, 2014 | 111 | 2014 |
| L1 explicit instruction can improve L2 online and offline performance K McManus, E Marsden Studies in Second Language Acquisition 39 (3), 459-492, 2017 | 105 | 2017 |
| SPLLOC: A new database for Spanish second language acquisition research R Mitchell, L Domínguez, MJ Arche, F Myles, E Marsden EuroSLA yearbook 8 (1), 287-304, 2008 | 91 | 2008 |
| The roles of structured input activities in processing instruction and the kinds of knowledge they promote E Marsden, HY Chen Language Learning 61 (4), 1058-1098, 2011 | 88 | 2011 |
| Introducing Registered Reports at Language Learning: Promoting Transparency, Replication, and a Synthetic Ethic in the Language Sciences E Marsden, K Morgan‐Short, P Trofimovich, NC Ellis Language Learning 68 (2), 309-320, 2018 | 83 | 2018 |
| Identity in foreign language learning and teaching: Why listening to our students’ and teachers’ voices really matters F Taylor, V Busse, L Gagova, E Marsden, B Roosken ELT Research Papers 13 (2), 1-21, 2013 | 78 | 2013 |
| Teachers’ views on recognising and using home languages in predominantly monolingual primary schools EG Bailey, E Marsden Language and Education 31 (4), 283-306, 2017 | 77 | 2017 |
| Data, open science, and methodological reform in second language acquisition research E Marsden, L Plonsky, A Gudmestad, A Edmonds Critical reflections on data in second language acquisition 51, 219-228, 2018 | 69 | 2018 |
| Multisite replication in second language acquisition research: Attention to form during listening and reading comprehension K Morgan‐Short, E Marsden, J Heil, BI Issa Ii, RP Leow, A Mikhaylova, ... Language Learning 68 (2), 392-437, 2018 | 67 | 2018 |
| Signatures of automaticity during practice: Explicit instruction about L1 processing routines can improve L2 grammatical processing K McManus, E Marsden Applied Psycholinguistics 40 (1), 205-234, 2019 | 66 | 2019 |
| Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom RE Kasprowicz, E Marsden, N Sephton The Modern Language Journal 103 (3), 580-606, 2019 | 65 | 2019 |
| Learning novel morphology: The role of meaning and orientation of attention at initial exposure E Marsden, J Williams, X Liu Studies in Second Language Acquisition 35 (4), 619-654, 2013 | 62 | 2013 |
