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Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2

Reading & writing, 2019-11, Vol.32 (9), p.2281-2310

Brevik, Lisbeth M.

2019

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Gamers, Surfers, Social Media Users: Unpacking the role of interest in English

Journal of computer assisted learning, 2019-10, Vol.35 (5), p.595-606

Brevik, Lisbeth M.

2019

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Challenging the Notion of CLIL Elitism: A Study of Secondary School Students' Motivation for Choosing CLIL in Norway

TESOL quarterly, 2023-12, Vol.57 (4), p.1091-1114

2023

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Language Use in the Classroom: Balancing Target Language Exposure With the Need for Other Languages

TESOL quarterly, 2020-12, Vol.54 (4), p.925-953

2020

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Transformative agency in teacher education: Fostering professional digital competence

Teaching and teacher education, 2019-11, Vol.86, p.102875, Article 102875

2019

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Affinity and the Classroom: Informal and Formal L2 Learning

ELT journal, 2023-02, Vol.77 (1), p.83-93

2023

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Intercultural approaches to second and foreign language instruction: A longitudinal video study

Teaching and teacher education, 2023-11, Vol.134, p.104309, Article 104309

2023

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Characterizing CLIL teaching: new insights from a lower secondary classroom

International journal of bilingual education and bilingualism, 2021-03, Vol.24 (3), p.401-418

2021

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Digital skills critical for education: Video analysis of students' technology use in Norwegian secondary English classrooms

Journal of computer assisted learning, 2023-02, Vol.39 (1), p.269-285

2023

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The potential of digital tools for enabling the observation of comprehension in the classroom

Nordic journal of digital literacy, 2016-01, Vol.11 (2), p.102-117

2016

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Strategies and shoes: Can we ever have enough? Teaching and using reading comprehension strategies in general and vocational programmes

Scandinavian journal of educational research, 2017-01, Vol.61 (1), p.76-94

Brevik, Lisbeth M.

2017

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Outliers: Upper secondary school students who read better in the L2 than in L1

International journal of educational research, 2018, Vol.89, p.80-91

2018

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Making implicit practice explicit: How do upper secondary teachers describe their reading comprehension strategies instruction?

International journal of educational research, 2014, Vol.67 (Jan), p.52-66

Brevik, Lisbeth M.

2014

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Integrating assessment for learning in the teacher education programme at the University of Oslo

Assessment in education : principles, policy & practice, 2017-04, Vol.24 (2), p.164-184

2017

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The complexity of second language reading: Investigating the L1-L2 relationship

Reading in a foreign language, 2016-10, Vol.28 (2), p.161

2016

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This Land is My Land: Teachers' integration of game and novel in English instruction

Journal of computer assisted learning, 2024-05

2024

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The Emergent Multiphase Design: Demonstrating a Fully Integrated Approach in the Context of Language Research in Education

Brevik, Lisbeth M

2022

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Challenging the Notion of CLIL Elitism: A Study of Secondary School Students' Motivation for Choosing CLIL in Norway

TESOL quarterly, 2022

2022

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Adventures with Anxiety: Gender Bias in Gameplay in Vocational English Classes

Journal of computer assisted learning, 2024

2024

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The use of mixed methods to study language learning beyond the classroom

2022

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English Didactics in Norway: 30 years of doctoral research

2019

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Adventures with Anxiety: Gender bias in using a digital game for teaching vocational English

Journal of computer assisted learning, 2024-05

2024

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Affinity and the classroom: informal and formal L2 learning

ELT journal, 2022

2022

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RESEARCH ETHICS: AN INVESTIGATION INTO WHY SCHOOL LEADERS AGREE OR REFUSE TO PARTICIPATE IN EDUCATIONAL RESEARCH

PROBLEMS OF EDUCATION IN THE 21ST CENTURY, 2013-01, Vol.52 (1), p.7-20

Brevik, Lisbeth M

2013

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Student teachers’ practice and experience with differentiated instruction for students with higher learning potential

Teaching and teacher education, 2018-04, Vol.71, p.34-45

2018

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Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2

Gamers, Surfers, Social Media Users: Unpacking the role of interest in English

Challenging the Notion of CLIL Elitism: A Study of Secondary School Students' Motivation for Choosing CLIL in Norway

Language Use in the Classroom: Balancing Target Language Exposure With the Need for Other Languages

Transformative agency in teacher education: Fostering professional digital competence

Affinity and the Classroom: Informal and Formal L2 Learning

Intercultural approaches to second and foreign language instruction: A longitudinal video study

Characterizing CLIL teaching: new insights from a lower secondary classroom

Digital skills critical for education: Video analysis of students' technology use in Norwegian secondary English classrooms

The potential of digital tools for enabling the observation of comprehension in the classroom

Strategies and shoes: Can we ever have enough? Teaching and using reading comprehension strategies in general and vocational programmes

Outliers: Upper secondary school students who read better in the L2 than in L1

Making implicit practice explicit: How do upper secondary teachers describe their reading comprehension strategies instruction?

Integrating assessment for learning in the teacher education programme at the University of Oslo

The complexity of second language reading: Investigating the L1-L2 relationship

This Land is My Land: Teachers' integration of game and novel in English instruction

The Emergent Multiphase Design: Demonstrating a Fully Integrated Approach in the Context of Language Research in Education

Challenging the Notion of CLIL Elitism: A Study of Secondary School Students' Motivation for Choosing CLIL in Norway

Adventures with Anxiety: Gender Bias in Gameplay in Vocational English Classes

The use of mixed methods to study language learning beyond the classroom

English Didactics in Norway: 30 years of doctoral research

Adventures with Anxiety: Gender bias in using a digital game for teaching vocational English

Affinity and the classroom: informal and formal L2 learning

RESEARCH ETHICS: AN INVESTIGATION INTO WHY SCHOOL LEADERS AGREE OR REFUSE TO PARTICIPATE IN EDUCATIONAL RESEARCH

Student teachers’ practice and experience with differentiated instruction for students with higher learning potential

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