References
Agathopoulou, E. & Papadopoulou, D. (2014). Synchrones Prosengiseis sti didaskalia tis grammatikis tis ellinikis os defteris skepsis (Modern Approaches to Teaching Greek Grammar as a Second Language). In E. Katsarou & M. Liakopoulou (Eds.), Themata Didaskalias Kai Agogis Sto Polypolitismiko Scholeio (Teaching and Education Issues in the Multicultural School Environment). University of Macedonia, Thessaloniki (in Greek).
https://www.researchgate.net/publication/288182796_Synchrones_prosen giseis_ste_didaskalia_tes_grammatikes_tes_ellenikes_os_deuteres_glossas.
Aisyah, L., & Hidayani, R. (2018). Applying running dictation strategy to improve the students’ speaking ability in IX-B class students at Medan State SMP 28 Medan. In J. Sitompul, S. M. Hutagalung, H. Fibriasari, E. Syahrin, T. K. Sari, A. S. Perdamean, & W. Sadah. (Eds.), Proceedings International Seminar on Foreign Language Teaching, Linguistics, and Literature (pp. 144-150). Medan: State University of Medan.
Barcroft, J., Mauzé, E., Sommers, M., Spehar, B., & Tye-Murray, N. (2025). Perception Versus Comprehension of Bound Morphemes in Children Who Are Deaf and Hard of Hearing: The Pivotal Role of Form-Meaning Mapping. Journal of Speech, Language, and Hearing Research, 1-14. https://doi.org/10.1044/2024_jslhr-24-00271
Csizér, K., Kormos, J. and Sarkadi, A. (2010) The dynamics of language learning attitudes and motivation: Lessons from an interview study of dyslexic language learners. The Modern Language Journal, 94(3), 470-487.
https://doi.org/10.1111/j.1540-4781.2010.01054.x
Franck, J., & Papadopoulou, D. (2024). Pedagogical Translanguaging in L2 Teaching for Adult Migrants: Assessing Feasibility and Emotional Impact. Education Sciences, 14(12), 1308. https://doi.org/10.3390/educsci14121308
Gustiani, M., & Yulia, H. (2018). Running dictation technique and learning motivation: Their effects on students’ listening comprehension achievement. The Journal of English Literacy Education, 5(2), 76-83.
Indah, O. D. (2019). Students’ perception on running dictation method in ESP classroom. Journal of Language Teaching and Learning, Linguistics and Literature, 7(1), 16-25. https://doi.org/10.24256/ideas.v7i1.715
Jacobs, G., & Small, J. (2003). Combining dictogloss and cooperative learning to promote language learning. The Reading Matrix, 3(1), 1-15.
Kormos J., & Kontra, E. H. (2008). Hungarian teachers’ perceptions of dyslexic language learners. In J. Kormos & E. H. Kontra (Eds,), Language Learners with Special Needs: An International Perspective (pp. 189-213). Bristol: Multilingual Matters.
Kormos, J., & Csizér, K. (2010). A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students. International Journal of Applied Linguistics, 20, 232-250. https://doi.org/10.1111/j.1473-4192.2009.00247.x
Kormos, J., & Mikó, A. (2010). Diszlexia és az idegen-nyelvtanulás folyamata [Dyslexia and the process of second language acquisition]. In J. Kormos & K. Csizér (Eds.) Rész-képességzavarok és idegen nyelvtanulás. [Learning Disabilities and Foreign Lan-guage Acquisition] (pp. 49-76). Budapest: Eötvös Kiadó.
Kormos, J., & Smith, A. M. (2023). Teaching foreign languages to learners with specific learning differences. Bristol. Multilingual Matters.
Kormos, J., Csizér, K., & Sarkadi, A. (2009). The language learning experiences of students with dyslexia: Lessons from an interview study. Innovation in Language Learning and Teaching, 3(2), 115-130. https://doi.org/10.1080/17501220802638306
Lee, J. F., & Doherty, S. (2018). Native and Nonnative processing of active and passive sentences. Studies in Second Language Acquisition 2018, 41(04), 853-879.
https://doi.org/10.1017/s027226311800027x.
Lee, J. F., Malovrh, P. A., Doherty, S., & Nichols, A. (2020). A self-paced reading (SPR) study of the effects of processing instruction on the L2 processing of active and passive sentences. Language Teaching Research, 136216882091402.
https://doi.org/10.1177/1362168820914025
Long, M. (1991). Focus on Form. Studies in Bilingualism, 39.
https://doi.org/10.1075/sibil.2.07lon
Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. New York: Routledge. https://doi.org/10.4324/9780203850961
Nurdianingsih, F., & Rahmawati, O. I. (2018). Running dictation as an effective technique on the teaching writing skill. ELLiC Proceedings, 2, 127-131.
Olioumtsevits, K., Papadopoulou, D., & Marinis, T. (2022). Second language grammar learning in refugee children. Pedagogical Linguistics. https://doi.org/10.1075/pl.21012.oli
Ouli, A. & Konta, I. (2025). The effectiveness of processing instruction and production-based instruction on the acquisition of the past tense in Greek by child heritage learners: A preliminary study. Ampersand, 14, 100207.
https://doi.org/10.1016/j.amper.2024.100207
Papadopoulou, D., Zmijanjac, K., & Agathopoulou, E. (2010). Apoktisi tis symfonias ousiastikou-epithetou stin elliniki os G2: sygritiki meleti dyo didaktikon paremvaseon (Acquisition of Noun-Adjective Agreement in Greek as a Second Language: a Comparative Study of Two Instructional Interventions). Studies in Greek Linguistics, 30, 487-502 (in Greek).
https://ins.web.auth.gr/images/MEG_PLIRI/MEG_30_487_502.pdf
Paradis, J., Soto-Corominas, A., Chen, X., & Gottardo, A. (2020). How language environment, age, and cognitive capacity support the bilingual development of Syrian refugee children recently arrived in Canada. Applied Psycholinguistics, 41(6), 1255-1281.
Paspali, A. (2025). Enhancing form-meaning connections in the language teaching of children with Developmental Language Disorder: evidence from two teaching interventions. Manuscript submitted. https://doi.org/10.1057/9780230302297
Piechurska-Kuciel, E. (2008). Input, processing and output anxiety in students with symptoms of developmental dyslexia. In J. Kormos & E.H. Kontra (Eds.), Language Learners with Special Needs: An International Perspective (pp. 86-109). Bristol: Multilingual Matters.
Qin, J. (2008). The effect of processing instruction and dictogloss tasks on acquisition of the English passive voice. Language Teaching Research, 12(1), 61-82.
https://doi.org/10.1177/1362168807084494
Santamaria, K. D., Muñoz, M. L., Atkins, J. L., Hobbs, D. R., & O’Donald, K. (2013). A preliminary investigation into the application of processing instruction as therapy for aphasia in Spanish speakers. Journal of Communication Disorders, 46(4), 338-350.
https://doi.org/10.1016/j.jcomdis.2013.07.001
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
https://doi.org/10.1093/applin/11.2.129
Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching. Oxford: Macmillan.
Shintani, N. (2015). The effectiveness of Processing Instruction and Production-based Instruction on L2 grammar acquisition: a meta-analysis. Applied Linguistics, 36(3), 306-325. https://doi.org/10.1093/applin/amu067
Sousa, L. P. de Q., Tiraboschi, F. F., Lago, N. A. do, & Figueiredo, F. J. Q. de. (2019). Collaborative english language learning: some reflections from interactions between pairs. Trabalhos Em Linguística Aplicada, 58(1), 259-286.
https://doi.org/10.1590/010318138653439430941
Tataranni A. (2022). Disability and migrants: A double educational challenge for an inclusive and plural school. Frontiers in psychology, 13, 1017841.
https://doi.org/10.3389/fpsyg.2022.1017841
Thornbury, S. (1997). Reformulation and reconstruction: tasks that promote “noticing.” ELT Journal, 51(4), 326-335.
https://doi.org/10.1093/elt/51.4.326
Traina, I., & Caldin, R. (2014). Multiple-discrimination of disabled children with a migrant background. In Children and Non-Discrimination: An Interdisciplinary Textbook. Estonia: CREAN University Press of Estonia.
Tzevelekou, M., Giagkou, M., Kantzou, V., Stamouli, S., Papadopoulou, D., & Anastasiadi-Symeonidi, A. (2013). Μιλάς ελληνικά Ι & ΙΙ [Do you speak Greek I & II]. Thessaloniki: Aristotle University of Thessaloniki.
VanPatten, B. (1996). Input processing and grammar instruction: Theory and research. Norwood, NJ: Ablex.
VanPatten, B. (2002). Processing Instruction: An Update. Language Learning, 52(4), 755-803.
https://doi.org/10.1111/1467-9922.00203
VanPatten, B., & Cadierno, T. (1993). Explicit instruction and input processing. Studies in Second Language Acquisition, 15, 225-259.
https://doi.org/10.1017/S0272263100011979
Wajnryb, R. (1990). Grammar dictation. Oxford: Oxford University Press.
Whiteside, K. E., Gooch, D., & Norbury, C. F. (2017). English language proficiency and early school attainment among children learning English as an additional language. Child Development, 88(3), 812-827. https://doi.org/10.1111/cdev.12615
Willis, D., & Willis, J. (2007). Doing Task-Based Teaching. Oxford: Oxford University Press.
Wong, W. (2024). Thirty years of Processing Instruction and Structured Input. In W. Wong & J. Barcroft (Eds.), The Routledge Handbook of Second Language Acquisition and Input Processing. London: Routledge.
Yaşar, M. R., & Amac, Z. (2018). Teaching Syrian students in Turkish schools: Experiences of teachers. Sustainable Multilingualism, 13(1), 225-238. https://doi.org/10.2478/sm-2018-0019
Yolanda, D. (2019). The effect of running dictation method on students’ writing ability in procedure text: A study at the XIth grade students of SMA Negeri 6 Padangsidimpuan. Jurnal Liner, 2(3), 40-57.
Zakiyah, I. S., & Husniah, R. (2017). The effect of running dictation towards students spelling in writing short functional text at SMP Islamic Qon. Journal of English Teaching, Literature, and Applied Linguistics, 1(2), 22-28.
Zulraudah, Z., & Jufri, J. (2014). Teaching writing by using running dictation activity for elementary school students. Journal of English Language Teaching, 3(1), 58-63.