Chatbot learning partners: Connecting learning experiences, interest and competence von Fryer, Luke K., Nakao, Kaori, Thompson, Andrew

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Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning von Huang, Weijiao, Hew, Khe Foon, Fryer, Luke K.

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Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners von Fryer, Luke K., Ainley, Mary, Thompson, Andrew, Gibson, Aaron, Sherlock, Zelinda

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The Playing Motivations of Male and Female Gamers and the Effects of Stereotypes on Their Motivations in Honor of Kings von Li, Chunqi, Fryer, Luke K., Shum, Alex

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Bots for language learning now: Current and future directions von Fryer, Luke K., Coniam, David, Carpenter, Rollo, Lapusneanu, Diana

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The use of leaderboards in education: A systematic review of empirical evidence in higher education von Li, Chunqi, Liang, Lishi, Fryer, Luke K., Shum, Alex

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Self‐efficacy latent growth trajectories' longitudinal links with achievement and interest: Both baseline and growth rate are important for interest outcomes von Fryer, Luke K., Bovee, H. Nicholas, Nakao, Kaori

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Regulating approaches to learning: Testing learning strategy convergences across a year at university von Fryer, Luke K., Vermunt, Jan D.

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A Theoretical and Metatheoretical Reframing of the Development of Cognitive Processing and Learning von Dinsmore, Daniel L., Fryer, Luke K., Dumas, Denis G.

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Variable- and Person-centred meta-re-analyses of university students' learning strategies from a cross-cultural perspective von Shum, Alex, Fryer, Luke K., Vermunt, Jan D., Ajisuksmo, Clara, Cano, Francisco, Donche, Vincent, Law, Dennis C. S., Martínez-Fernández, J. Reinaldo, Van Petegem, Peter, Yu, Ji

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The learning styles hypothesis is false, but there are patterns of student characteristics that are useful von Dinsmore, Daniel L., Fryer, Luke K., Parkinson, Meghan M.

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The critical role of the individual in language education: New directions from the learning sciences von Oga-Baldwin, W.L.Quint, Fryer, Luke K., Larson-Hall, Jenifer

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The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment von Fryer, Luke K., Ginns, Paul, Walker, Richard A., Nakao, Kaori

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Developing Phoneme-Grapheme Recognition for English as a Foreign Language: A Longitudinal Study at Japanese Primary School von Nakao, Kaori, Oga-Baldwin, Quint W. L., Fryer, Luke K.

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Assessing class participation in physical and virtual spaces: current approaches and issues von Simon, Patricia D., Fryer, Luke K., Nakao, Kaori

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One more reason to learn a new language: Testing academic self-efficacy transfer at junior high school von Fryera, Luke K., Oga-Baldwin, W. L. Quint

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Math task experiences and motivation to learn more: How prior knowledge and interest interact with Task‐Interest & Task‐Difficulty perceptions and feed a desire to reengage von Fryer, Luke K., Shum, Alex

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Grade goal effects on the interplay between motivation and performance in undergraduate gateway mathematics courses von Shum, Alex, Fryer, Luke K.

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Transitioning from paper to touch interface: Phoneme-grapheme recognition testing and gamification in primary school classrooms von Liang, Lishi, Oga-Baldwin, W. L. Quint, Nakao, Kaori, Fryer, Luke K., Shum, Alex

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Phonological instruction in East Asian EFL learning: A scoping review von Liang, Lishi, Fryer, Luke K.

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