English vocabulary learning with word lists, word cards and computers: Implications from cognitive psychology research for optimal spaced learning T Nakata ReCALL 20 (1), 3-20, 2008 | 285 | 2008 |
Computer-assisted second language vocabulary learning in a paired-associate paradigm: A critical investigation of flashcard software T Nakata Computer Assisted Language Learning 24 (1), 17-38, 2011 | 224 | 2011 |
Effects of expanding and equal spacing on second language vocabulary learning: Does gradually increasing spacing increase vocabulary learning? T Nakata Studies in Second Language Acquisition 37 (4), 677-711, 2015 | 179 | 2015 |
Effects of massing and spacing on the learning of semantically related and unrelated words T Nakata, Y Suzuki Studies in Second Language Acquisition 41 (2), 287-311, 2019 | 86 | 2019 |
Does repeated practice make perfect? The effects of within-session repeated retrieval on second language vocabulary learning T Nakata Studies in Second Language Acquisition 39 (4), 653-679, 2017 | 83 | 2017 |
Effects of feedback timing on second language vocabulary learning: Does delaying feedback increase learning? T Nakata Language Teaching Research 19 (4), 416-434, 2015 | 82 | 2015 |
Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology Y SUZUKI, T NAKATA, R DEKEYSER The Modern Language Journal 103 (3), 551-561, 2019 | 80 | 2019 |
Does studying vocabulary in smaller sets increase learning?: The effects of part and whole learning on second language vocabulary acquisition T Nakata, S Webb Studies in Second Language Acquisition 38 (3), 523-552, 2016 | 72 | 2016 |
The Desirable Difficulty Framework as a Theoretical Foundation for Optimizing and Researching Second Language Practice Y Suzuki, T Nakata, R Dekeyser The Modern Language Journal 103 (3), 713-720, 2019 | 70 | 2019 |
Do the cognacy characteristics of loanwords make them more easily learned than noncognates? J Rogers, S Webb, T Nakata Language Teaching Research 19 (1), 9-27, 2015 | 65 | 2015 |
Implementing optimal spaced learning for English vocabulary learning: Towards improvement of the low-first method derived from the reactivation theory T Nakata The JALT CALL Journal 2 (2), 3-18, 2006 | 58 | 2006 |
Effects of spacing on contextual vocabulary learning: Spacing facilitates the acquisition of explicit, but not tacit, vocabulary knowledge T Nakata, I Elgort Second Language Research 37 (2), 233-260, 2021 | 56 | 2021 |
Mixing Grammar Exercises Facilitates Long‐Term Retention: Effects of Blocking, Interleaving, and Increasing Practice T NAKATA, Y SUZUKI The Modern Language Journal 103 (3), 629-647, 2019 | 54 | 2019 |
The timing of oral corrective feedback PG Quinn, T Nakata Corrective feedback in second language teaching and learning, 35-47, 2017 | 50 | 2017 |
Learning Words With Flash Cards and Word Cards T Nakata The Routledge Handbook of Vocabulary Studies, 304, 2019 | 46 | 2019 |
Effects of distributed retrieval practice over a semester: Cumulative tests as a way to facilitate second language vocabulary learning T Nakata, S Tada, S Mclean, YA Kim Tesol Quarterly 55 (1), 248-270, 2021 | 31 | 2021 |
Effects of retrieval formats on second language vocabulary learning T Nakata International Review of Applied Linguistics in Language Teaching 54 (3), 257-289, 2016 | 29 | 2016 |
Domain-general auditory processing explains multiple dimensions of L2 acquisition in adulthood K Saito, H Sun, M Kachlicka, JRC Alayo, T Nakata, A Tierney Studies in Second Language Acquisition 44 (1), 57-86, 2022 | 23 | 2022 |
Vocabulary learning exercises: Evaluating a selection of exercises commonly featured in language learning materials T Nakata, S Webb SLA research and materials development for language learning, 123-138, 2016 | 23* | 2016 |
Examining the validity of the LexTALE test for Japanese college students T Nakata, Y Tamura, S Aubrey The Journal of Asia TEFL 17 (2), 335-348, 2020 | 19 | 2020 |