Catherine Van Beuningen
Biographic Data
| ID | 1692798 |
|---|---|
| NAME | Catherine Van Beuningen |
| GIVEN NAMES | Catherine |
| FAMILY NAME | Van Beuningen |
| SIGNATURE | VAN BEUNINGEN C |
| AFFILIATIONS | University of Amsterdam |
| ORCID | 0000-0002-0229-2647 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Multilingual language learning interventions to foster language proficiency and cross-linguistic awareness in language classrooms – a systematic literature review
Multilingualism is common in educational settings across Europe and beyond, yet many language teachers report feeling unprepared to valorise the different languages students bring to their classrooms. Multilingual language learning interventions – activities that intentionally draw on students’ multilingual repertoires – offer one way to enhance language learning. Research suggests that such interventions can support students’ language proficienc…
Setting the stage
Researchers worldwide have identified affective benefits of improvisational drama techniques (IDTs) on foreign language (FL) learners. Yet the characteristics of professional development programmes (PDPs) that could lead to long-term integration of drama among FL teachers appear largely undiscovered. Through expert interviews, a needs analysis questionnaire and a literature review, this study aimed to determine which design principles a PDP must …
Determinants of Success in Native and Non-Native Listening Comprehension
The goal of this study was to explain individual differences in both native and non-native listening comprehension; 121 native and 113 non-native speakers of Dutch were tested on various linguistic and nonlinguistic cognitive skills thought to underlie listening comprehension. Structural equation modeling was used to identify the predictors of individual differences in listening comprehension and to test for differences between the native and non…
The Effect of Direct and Indirect Corrective Feedback on L2 Learners’ Written Accuracy
Among scholars there is disagreement on the benefits of corrective feedback on second language learners’ written output. While some researchers advocate the usefulness of corrective feedback, Truscott claims that all error correction is unnecessary, ineffective, and even harmful, in that it diverts time and energy away from more productive aspects of writing instruction. Until now, research outcomes cannot settle this debate since only short-term…
Determinants of Success in Native and Non-Native Listening Comprehension
The goal of this study was to explain individual differences in both native and non-native listening comprehension; 121 native and 113 non-native speakers of Dutch were tested on various linguistic and nonlinguistic cognitive skills thought to underlie listening comprehension. Structural equation modeling was used to identify the predictors of individual differences in listening comprehension and to test for differences between the native and non…
The Effect of Direct and Indirect Corrective Feedback on L2 Learners’ Written Accuracy
Among scholars there is disagreement on the benefits of corrective feedback on second language learners’ written output. While some researchers advocate the usefulness of corrective feedback, Truscott claims that all error correction is unnecessary, ineffective, and even harmful, in that it diverts time and energy away from more productive aspects of writing instruction. Until now, research outcomes cannot settle this debate since only short-term…
Determinants of Success in Native and Non-Native Listening Comprehension
The goal of this study was to explain individual differences in both native and non-native listening comprehension; 121 native and 113 non-native speakers of Dutch were tested on various linguistic and nonlinguistic cognitive skills thought to underlie listening comprehension. Structural equation modeling was used to identify the predictors of individual differences in listening comprehension and to test for differences between the native and non…
Setting the stage
Researchers worldwide have identified affective benefits of improvisational drama techniques (IDTs) on foreign language (FL) learners. Yet the characteristics of professional development programmes (PDPs) that could lead to long-term integration of drama among FL teachers appear largely undiscovered. Through expert interviews, a needs analysis questionnaire and a literature review, this study aimed to determine which design principles a PDP must …
Multilingual language learning interventions to foster language proficiency and cross-linguistic awareness in language classrooms – a systematic literature review
Multilingualism is common in educational settings across Europe and beyond, yet many language teachers report feeling unprepared to valorise the different languages students bring to their classrooms. Multilingual language learning interventions – activities that intentionally draw on students’ multilingual repertoires – offer one way to enhance language learning. Research suggests that such interventions can support students’ language proficienc…
EFL/ESL Teaching and Learning (3 works) · Psychology (3 works) · Computer Science (2 works) · First language (2 works) · Active listening (1 work) · Art (1 work) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work) · Cognition (1 work) · Cognitive psychology (1 work)