By using timers, learners develop greater awareness of their ability to pay Attention and are able to use strategies, like breaking up a task, to increase their productivity.
Fitton, L., McIlraith, A. L., & Wood, C. L. (2018). Shared book reading interventions with English learners: A meta-analysis. Review of Educational Research.
Li, X., & Brand, M. (2009). Effectiveness of music on vocabulary acquisition, language usage, and meaning for mainland Chinese ESL learners. Contributions to Music Education, 36(1), 73-84.
Synchronous text chats are particularly supportive of English Language Learners.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
By allowing learners to elect when to use such techniques, products help students develop their own abilities to regulate their emotions and gain a better understanding of themselves.
Athanases, S. Z. (1998). Diverse learners, diverse texts: Exploring identity and difference through literary encounters. Journal of Literacy Research, 30(2), 273-296.
Martiniello, M. (2008). Language and the performance of English-language learners in math word problems. Harvard Educational Review, 78(2), 333-368.
When learners work independently to repeatedly recall and practice (retrieval practice) new material that is beyond their current level of expertise, they become fluent in the skill and are able to recall it automatically.
van Staden, A., & Purcell, N. (2016). Multi-sensory learning strategies to support spelling development: A case study of second-language learners with auditory processing difficulties. International Journal on Language, Literature and Culture in Education, 3(1), 40-61.
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