Dr ROGERS, John   
Assistant Professor
Department of English Language Education
Phone No: (852) 2948 7374
Email: rjrogers@eduhk.hk
Contact
Phone
(852) 2948 7374
Email
rjrogers@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
56729689600
Selected Output

Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
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

Journal Publications
Publication in refereed journal
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

Conference Papers
Invited conference paper
Rogers, J. (2020, 8). Practice makes perfect: Optimizing practice opportunities to enhance foreign language acquisition. 1st International Knowledge Transfer Forum. The Education University of Hong Kong, Kong Kong
Refereed conference paper
Rogers, J., & Cheung, A. (2019, 10). 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, 10). 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, 6). The effects of anticipated feedback on written task performance. Task-based language teaching in Asia, Kyoto, Japan
Rogers, J., & Al-Surmi, M. (2018, 3). Effects of anticipated feedback on writing behaviors and text quality. Paper presented at The American Association for Applied Linguistics (AAAL), Chicago

Project

Spacing Effects in Learning Revisited: A Temporal Ridgeline for Learning L2 Vocabulary
This study investigates the effects of input spacing on learning L2 vocabulary.
Project Start Year: 2020, Principal Investigator(s): ROGERS, John
 
The Effects of Task-relevant Input on L2 Interaction, Performance and Development
This study examines the effects of task-relevant input on L2 interaction, performance and development. The purpose of this proposed study is to examine the degree: a) that learners can be ‘coached’ to engage in greater amounts of negotiation for meaning during task performance and b) that task-based language instruction results in linguistic development in the terms of the complexity, accuracy, and fluency of second language oral production.
Project Start Year: 2020, Principal Investigator(s): ROGERS, John
 
Task Repetition and Second Language Development
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Project Start Year: 2018, Principal Investigator(s): ROGERS, John