Scholarly Books, Monographs and Chapters
Isbell, D.R., & Rogers, J. (2021). Measuring implicit and explicit learning and knowledge. In P. Winke, & T. Brunfaut (Eds.), The Routledge Handbook of Second Language Acquisition and Language Testing (305-315). New York: Routledge. Rogers, J., & Révész, A (2020). Experimental and quasi-experimental designs. J. McKinley, & H. Rose (Eds.), Routledge Handbook of Research Methods in Applied Linguistics (133-143). New York: Routledge. Rogers, J (2019). Levels of awareness, depth of processing, and the learning of L2 case markings. R.P. Leow, The Routledge handbook of second language research in classroom learning (76-89). New York: Routledge. Al-Hendawi, M., Manasreh, M., Scotland, J., & Rogers, J. (2018). Qatar University Foundation Program: A means to access higher education policy and a pathway for transformation. C.I. Agnosti & E. Bernat (Eds.), University pathway programs: Local responses within a growing global trend (121-133). Cham, Switzerland: Springer. John Rogers (2018). Teaching/developing vocabulary through metacognition. In J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (1-6). Hoboken, NJ: Wiley-blackwell.
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Journal Publications
Rogers, J. (2021). Input spacing in second language classroom settings: Replications of Bird (2010) and Serrano (2011). Language Teaching, 54 (3), 424-433. Rogers, J., & Cheung, A. (2020). Input spacing and the learning of L2 vocabulary in a classroom context. Language Teaching Research, 24(5), 616-641. Rogers, J., & Cheung, A. (2020). Belief in learning myths perpetuated by pre-service teacher training programs. Journal of Education for Teaching, 46 (3), 417-420. Rogers, J., & Leow, R.P. (2020). Towards greater empirical feasibility of the theoretical framework for systematic and deliberate L2 practice: Comments on Suzuki, Nakata, and DeKeyser (2019). Modern Language Journal, 104, 309-312. Freeborn, L. & Rogers, J. (2019). Nonlinguistic Factors that Affect the Degree of Foreign Accent in Second Language Mandarin. Studies in Chinese Linguistics, 40 (1), 75-99. John Rogers (2017). The spacing effect and its relevance to second language acquisition. Applied Linguistics, 38(6), 906-911. John Rogers (2017). Awareness and learning under incidental learning condition. Language Awareness, 26(2), 113-133.
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Conference Papers
Rogers, J. (2020, August). Practice makes perfect: Optimizing practice opportunities to enhance foreign language acquisition. 1st International Knowledge Transfer Forum. The Education University of Hong Kong, Kong Kong. Rogers, J., & Cheung, A. (2019, October). It doesn’t matter when you review as long as you review: Input spacing and L2 vocabulary learning. Evidence-Based Practice International Conference 2019, Hong Kong. Rogers, J., & Cheung, A. (2018, October). Into the wild: investigating the effects of input spacing on the learning of foreign
lan guage vocabulary. International Conference on Bilingual Learning and Teaching. Hong Kong, Hong KOng. Rogers, J., & Al-Surmi, M. (2018, June). The effects of anticipated feedback on written task performance. Task-based language teaching in Asia, Kyoto, Japan. Rogers, J., & Al-Surmi, M. (2018, March). Effects of anticipated feedback on writing behaviors and text quality. Paper presented at The American Association for Applied Linguistics (AAAL), Chicago.
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