-
Relationship between vocabulary learning strategies and the classroom language in high school English classes.
Reviewed
Hasegawa, Y
ARELE (Annual Review of English Language Education in Japan)
35
49
-
64
2024.3
-
Basic English lesson for a Japanese hearing-impaired student: Personalized face-to-face session without vocal communication.
Reviewed
Hasegawa, Y
CELES Journal
52
123
-
130
2023.1
-
The context-retrieval instruction: Asking about example sentences improves retention of English word meanings.
Reviewed
Hasegawa, Y
ARELE (Annual Review of English Language Education in Japan)
32
113
-
127
2021.3
-
Imagery strategies for L2 vocabulary learning: Redefining contextual clues as image sources.
Reviewed
Hasegawa, Y
CELES Journal
50
41
-
48
2021.1
-
Developing a multiple-choice word-order test of English contact clauses based on Japanese junior high school textbooks.
Hasegawa, Y
Joetsu English Studies
17
17
-
29
2020.3
-
How learners modify their writing based on negative feedback: Comparing direct and indirect feedback.
Reviewed
Hasegawa, Y; Miyajima, A; Nagasawa, S; Takayama, K
CELES Journal
49
55
-
62
2020.1
-
Relationship between L2 vocabulary learning strategies and semi-contextualized word meaning test scores.
Reviewed
Hasegawa, Y
JLTA Journal
22
3
-
22
2019.12
-
The effect of input flooding guided by form-focused activities: A practical report of basic English classes.
Hasegawa, Y
Bulletin of Joetsu University of Education
39
(
1
)
165
-
177
2019.8
-
Analyzing explicit and implicit reading questions in a term-exam: A case study.
Reviewed
Hasegawa, Y
JLTA Journal
20
57
-
75
2017.11
-
Context-based activation of deliberately learned new words: A pilot study.
Reviewed
Hasegawa, Y
ARELE (Annual Review of English Language Education in Japan)
28
145
-
159
2017.3
-
Does reading aloud contribute to EFL reading fluency among learners with higher/lower phonological awareness?
Hasegawa, Y
Bulletin of Joetsu University of Education
36
(
1
)
165
-
172
2016.9
-
Maintaining the coherence of situation models in EFL reading: Evidence from eye movements.
Reviewed
Ushiro, Y; Nahatame, S; Hasegawa, Y; Kimura, Y; Hamada, A; Tanaka, N; Hosoda, M; Mori, Y
JACET Journal
60
37
-
55
2016.3
-
L2 Learners’ retrieval of pre-learned word meanings while reading in a new context.
Reviewed
Hasegawa, Y
ARELE (Annual Review of English Language Education in Japan)
27
233
-
248
2016.3
-
A generalizability theory study on the assessment of task-based reading performance.
Reviewed
Ushiro, Y; Hamada, A; Hasegawa, Y; Dowse, E; Tanaka, N; Suzuki, K; Hosoda, M; Mori, Y
JLTA Journal
18
92
-
114
2015.11
-
The role of context-based mental imagery in intentional vocabulary learning among Japanese EFL learners.
Hasegawa, Y
University of Tsukuba
2015.3
-
Effects of seductive details on expository text comprehension among Japanese EFL readers.
Reviewed
Ushiro, Y; Kimura, Y; Hamada, A; Hasegawa, Y; Suzuki, K; Mori, Y; Tanaka, N
ARELE (Annual Review of English Language Education in Japan)
26
29
-
44
2015.3
-
Immediate or delayed effect of context: Japanese learners' vocabulary learning using translation.
Hasegawa, Y
Opening new lines of communication in applied linguistics: Proceedings of the 46th annual meeting of the British Association for Applied Linguistics
195
-
198
2014.6
-
Detection of text coherence breaks in EFL reading: A pilot study of eye-tracking.
Reviewed
Ushiro, Y; Nahatame, S; Kimura, Y; Hasegawa, Y; Hamada, A
Proceedings of the 12th Annual Hawaii international conference on education
849
-
854
2014.6
-
Aptitude treatment interaction in intentional vocabulary learning: Different effects of context on EFL learners at three stages of lexical development.
Reviewed
Hasegawa, Y
ARELE (Annual Review of English Language Education in Japan)
25
79
-
94
2014.3
-
Narrative characters’ goals and EFL readers’ text comprehension: Focusing on goal explicitness.
Reviewed
Ushiro, Y; Nahatame, S; Hasegawa, Y; Kimura, Y; Hamada, A; Tanaka, N
ARELE (Annual Review of English Language Education in Japan)
25
1
-
16
2014.3
-
Who will benefit from glossed context in intentional vocabulary learning? Comparing high school and university students.
Reviewed
Hasegawa, Y
JLTA Journal
16
45
-
63
2013.12
-
Measures of macroproposition construction in EFL reading: Summary writing task vs. the meaning identification technique.
Reviewed
Ushiro, Y; Takaki, S; Kobayashi, M; Hasegawa, Y; Nahatame, S; Hamada, A; Kimura, Y
JLTA Journal
16
185
-
204
2013.12
-
Incremental learning of homonyms in multiple contexts among Japanese EFL readers.
Reviewed
Ushiro, Y; Hasegawa, Y; Nahatame, S; Hamada, A; Kimura, Y; Mori, Y; Kato, D
JACET (the Japan Association of College English Teachers) Journal
57
1
-
19
2013.10
-
How the profiles of words and sentences affect contextualized vocabulary learning: Validation study for Webb (2007).
Hasegawa, Y
Multilingual theory and practice in applied linguistics: Proceedings of the 45th annual meeting of the British Association for Applied Linguistics
73
-
76
2013.6
-
Discourse-based lexical inferencing in EFL reading: Focusing on depth of vocabulary knowledge and cue availability.
Reviewed
Ushiro, Y; Hamada, A; Hasegawa, Y; Nahatame, S; Kimura, Y; Shimizu, H; Takaki, S; Kobayashi, M; Tanaka, N
ARELE (Annual Review of English Language Education in Japan)
24
77
-
92
2013.3
-
Contextualized vocabulary learning by two proficiency groups: Focusing on imagery instruction and context imageability.
Reviewed
Hasegawa, Y
ARELE (Annual Review of English Language Education in Japan)
24
1
-
16
2013.3
-
Incidental vocabulary learning and memory of context: Interaction between informativeness and imageability.
Reviewed
Hasegawa, Y
ARELE (Annual Review of English Language Education in Japan)
23
201
-
216
2012.3
-
Activation and encoding of bridging and predictive inferences in EFL reading comprehension.
Reviewed
Ushiro, Y; Nahatame, S; Hasegawa, Y; Shimizu, H; Kimura, Y; Tanaka, Y; Nakagawa
JACET (the Japan Association of College English Teachers) Journal
54
33
-
52
2012.3
-
How Japanese EFL readers revise their situation models: Focusing on reading skills and the causal structure of texts.
Reviewed
Ushiro, Y,Hasegawa, Y,Nahatame, S,Shimizu, H,Takaki, S,Hamada, A,Nakagawa, C
ARELE (Annual Review of English Language Education in Japan)
23
105
-
120
2012.3
-
L2 imageability in vocabulary learning research: Can the image of an English word be evaluated?
Reviewed
Hasegawa, Y
IRICE (the Institute for Research in International Communicative English) Plaza
21
116
-
124
2011.3
-
Effects of flashback on Japanese EFL readers’ narrative comprehension.
Reviewed
Ushiro, Y,Kai, A,Shimizu, H,Hoshino, Y,Nahatame, S,Hasegawa, Y,Yano, K,Nakagawa, C
ARELE (Annual Review of English Language Education in Japan)
22
111
-
126
2011.3
-
Context effects on EFL vocabulary learning: Focusing on word imageability and test formats.
Reviewed
Hasegawa, Y
JLTA (the Japan Language Testing Association) Journal
13
145
-
161
2010.11
