Endorsements by Phil Hiver

0000-0002-2004-7960

School of Teacher Education, College of Education, Florida State University
Lecturer, Dept. of ELT, International Graduate School of English
Ph.D. Applied Linguistics , University of Nottingham
M.A. Applied Linguistics , University of Nottingham
B.A. English Language and Linguistics , Université Paris-Sorbonne

Endorsements

Calculating the relative importance of multiple regression predictor variables using dominance analysis and random forests
robustclear
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Own works

The impact of task motivation on learners’ attention to form and subsequent learning in interactive tasks
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Proactive Language Learning Theory
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What Proactive Language Learning Theory Is and Is Not: A Response to Atkinson's Commentary
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Learners’ behavioral engagement and performance on linguistically difficult L2 reading tasks: The effects of effort feedback, self-efficacy, and attributions
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Willingness to Communicate, Speaking Self‐Efficacy, and Perceived Communicative Competence as Predictors of Second Language Spoken Task Production
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Developing explicit and implicit L2 knowledge with Duolingo’s input-based features: Case studies of L2 Spanish learning
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Interactions between task complexity, task repetition, and task motivation in L2 writing
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Open Access in language testing and assessment: The case of two flagship journals
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The ideal L2 self versus ability beliefs: are they really distinct?
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Modeling the Effects of Task Repetition in Second Language Writing: Examining Interindividual and Intraindividual Variability
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Optimizing second language pronunciation instruction: Replications of Martin and Sippel (2021), Olson and Offerman (2021), and Thomson (2012)
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Modeling the Effects of Task Repetition in L2 Writing: Examining Inter-and Intra-individual Variability
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Open Access in Language Testing and Assessment: The Case of Two Flagship Journals
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The validation crisis in the L2 motivational self system tradition
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Open science: Considerations and issues for TESOL research
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Complex Adaptive Interventions: The Challenge Ahead for Instructed Second Language Acquisition Research
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Engagement in language learning: A systematic review of 20 years of research methods and definitions
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The Postprint Pledge – Toward a Culture of Researcher‐Driven Initiatives: A Commentary on “(Why) Are Open Research Practices the Future for the Study of Language Learning?”
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Methodological innovation in applied linguistics research: Perspectives, strategies, and trends
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Open scholarship in applied linguistics: What, why, and how
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From replication to substantiation: A complexity theory perspective
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Dynamic Engagement: A Longitudinal Dual-Process, Reciprocal-Effects Model of Teacher Motivational Practice and L2 Student Engagement
All endorsers
Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and L2 student engagement
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Engagement in TBLT
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Modeling Intra- and Inter-individual Changes in L2 Classroom Engagement
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Individual Growth Curve Modeling for Applied Linguistics Research
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Priming Motivation in a Second Language: A Preregistered Report
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Modeling Intra- and Inter-individual Changes in L2 Classroom Engagement
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COMPLEX DYNAMIC SYSTEMS THEORY IN LANGUAGE LEARNING
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Self-determination mini-theories in second language learning: A systematic review of three decades of research
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The Effect of Self-regulated Writing Strategies on Students’ L2 Writing Engagement and Disengagement Behaviors
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Self-Determination Mini-Theories in Second Language Learning: A Systematic Review of Three Decades of Research
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The effect of self-regulated writing strategies on students’ L2 writing engagement and disengagement behaviors
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Toward a transdisciplinary integration of research purposes and methods for complex dynamic systems theory: beyond the quantitative–qualitative divide
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Transdisciplinary research methods and complexity theory in applied linguistics: introduction to the special issue
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The Role of Language Teacher Metacognition and Executive Function in Exemplary Classroom Practice
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Language teacher metacognition: beyond the mirror
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The Identity Crisis in Language Motivation Research
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Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value
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Reexamining the Role of Vision in Second Language Motivation: A Preregistered Conceptual Replication of You, Dörnyei, and Csizér (2016)
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Reframing the L2 learning experience as narrative reconstructions of classroom learning
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ACADEMIC BUOYANCY
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Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change
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Tracing the Signature Dynamics of Language Teacher Immunity: A Retrodictive Qualitative Modeling Study
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Profiling and tracing motivational change in project-based L2 learning
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Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings
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Investigating the structural relationships of cognitive and affective domains for L2 listening
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