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Renato Pavlekovic

Pavlekovic, R., & Roehr-Brackin, K. (in press). Finding the tipping point: Proficiency as a moderator of aptitude in L2 learning. Studies in Second Language Acquisition.

Roehr-Brackin, K., Baranowska, K., Pavlekovic, R., & Scheffler, P. (2026). Inductive instruction at beginner level: The contribution of metalinguistic awareness at the earliest stages of adult L2 learning. Language Awareness, 34(4), 886–908.

Roehr-Brackin, K., & Pavlekovic, R. (2025). Language learning aptitude as a predictor of late-life L2 learning at beginner level. Language Teaching Research.

Roehr-Brackin, K., Baranowska, K., Pavlekovic, R., & Scheffler, P. (2024). The role of individual learner differences in explicit language instruction. The Modern Language Journal, 108(4), 815–845.

Pavlekovic, R., & Roehr-Brackin, K. (2024). Aptitude for explicit and implicit learning. Journal of the European Second Language Association, 8(1), 1–17.

Roehr-Brackin, K., Loaiza, V., & Pavlekovic, R. (2023). Language learning aptitude in older adults. Journal of the European Second Language Association, 7(1), 1–15.

Inès Plessis-Ouzariah

  • Plessis-Ouzariah, I., Cung, H. Q., Geoffre, T., Karoui, A., & Alvarez, L. (2025). Investigating Pupils’ Motivation with a Reward-Driven Feature in a Game-Based Learning Environment. European Conference on Games Based Learning, 19(2), 706–715. https://doi.org/10.34190/ecgbl.19.2.4217
  • Plessis-Ouzariah, I., & Geoffre, T. (2025, 10–13 juin). Utiliser un lexique visuel pour mieux accéder à l’activité au sein d’un EIAH. Communications de la 12ᵉ conférence sur les Environnements Informatiques pour l’Apprentissage Humain, Villeneuve-d’Ascq, France. https://eiah2025.sciencesconf.org/data/EIAH_2025_paper_49.pdf
  • Plessis-Ouzariah, I. (2024). Apprentissage et ludification adaptatifs. Dans RJC EIAH. https://hal.science/hal-04682680
  • Plessis-Ouzariah, I. & Geoffre, T. (2025, sous presse). Using a digital visual dictionary to support reading comprehension: A single-case study with French-as-a-Second Language learners in primary school. In Y. Choubsaz et al. (Eds.), Advancing CALL: New research agendas – EUROCALL 2025 Short Papers.https://doi.org/10.4995/EuroCALL2025.2025.xxxxx
  • Plessis-Ouzariah, I., Cung, H. Q., Geoffre, T., Karoui, A., & Alvarez, L. (2025). Investigating Pupils’ Motivation with a Reward-Driven Feature in a Game-Based Learning Environment. European Conference On Games Based Learning, 19(2), 706-715. https://doi.org/10.34190/ecgbl.19.2.4217

Une année de transitions et de perspectives : le Rapport annuel 2024 de l’Institut de plurilinguisme

2024 a été une année charnière pour l’Institut de plurilinguisme, marquée par des changements importants - la clôture d’un cycle de recherche et la mise en place de nouvelles orientations pour l’avenir. Dans son éditorial, la directrice de l’Institut revient sur les nombreux défis, réussites et moments marquants qui ont rythmé cette année de transition.

Evaluating students’ speaking skills – but how?

In class, teachers regularly assess their students’ speaking skills. But how exactly is this done – and how do students experience these types of exams? A new study from the University of Fribourg now provides fascinating insights into oral examinations at secondary schools in the subject of German as a foreign language. The results show that there are sometimes significant differences between expectations and reality, which also have consequences for the fairness and effectiveness of these assessments.

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