| The think-aloud controversy in second language research MA Bowles Routledge, 2010 | 583 | 2010 |
| Measuring implicit and explicit linguistic knowledge: What can heritage language learners contribute? MA Bowles Studies in second language acquisition 33 (2), 247-271, 2011 | 445 | 2011 |
| Back to basics: Incomplete knowledge of Differential Object Marking in Spanish heritage speakers S Montrul, M Bowles Bilingualism: Language and Cognition 12 (3), 363-383, 2009 | 346* | 2009 |
| L2 glossing: To CALL or not to CALL MA Bowles Hispania, 541-552, 2004 | 193 | 2004 |
| Reactivity and type of verbal report in SLA research methodology: Expanding the scope of investigation MA Bowles, RP Leow Studies in Second Language Acquisition 27 (3), 415-440, 2005 | 184 | 2005 |
| Is grammar instruction beneficial for heritage language learners? Dative case marking in Spanish S Montrul, M Bowles Heritage Language Journal 7 (1), 47-73, 2010 | 171 | 2010 |
| Exploring the role of modality: L2-heritage learner interactions in the Spanish language classroom M Bowles Heritage Language Journal 8 (1), 30-65, 2011 | 149 | 2011 |
| A comparison of L2–L2 and L2–heritage learner interactions in Spanish language classrooms MA Bowles, RJ Adams, PD Toth The Modern Language Journal 98 (2), 497-517, 2014 | 119 | 2014 |
| Task type and reactivity of verbal reports in SLA: A first look at a L2 task other than reading MA Bowles Studies in Second Language Acquisition 30 (3), 359-387, 2008 | 114 | 2008 |
| NURSING EDUCATION RESEARCH: THE EFFECTS of Linguistic Modification on ESL Students' Comprehension of Nursing Course Test Items S Bosher, M Bowles Nursing Education Perspectives 29 (3), 165-172, 2008 | 94 | 2008 |
| Attention and awareness in SLA RP Leow, MA Bowles Mind and context in adult second language acquisition: Methods, theory, and …, 2005 | 75 | 2005 |
| How Deeply Do Second Language Learners Process Written Corrective Feedback? Insights Gained From Think‐Alouds HR Kim, M Bowles TESOL Quarterly 53 (4), 913-938, 2019 | 64 | 2019 |
| How deeply do L2 learners process written corrective feedback? Insights gained from think-alouds HR Kim, MA Bowles TESOL Quarterly 53 (4), 913-938, 2019 | 64 | 2019 |
| Concurrent verbal reports in second language acquisition research MA Bowles Annual Review of Applied Linguistics 30, 111-127, 2010 | 59 | 2010 |
| The effects of textual input enhancement on language learning: An online/offline study of fourth-semester Spanish students MA Bowles Theory, practice, and acquisition: Papers from the 6th Hispanic linguistic …, 2003 | 59 | 2003 |
| Instructed L2 acquisition of differential object marking in Spanish M Bowles, S Montrul Little words: Their history, phonology, syntax, semantics, pragmatics and …, 2009 | 55 | 2009 |
| The role of explicit instruction in the L2 acquisition of the a-personal M Bowles, S Montrul Selected proceedings of the 10th hispanic linguistics symposium, 25-35, 2008 | 52 | 2008 |
| Social, experiential and psychological factors affecting L2 dialect acquisition W Baker, M Bowles, R Foote, S Perpinán, R Bhatt Selected proceedings of the 2007 second language research forum, 187-198, 2008 | 36 | 2008 |
| Effects of verbalization condition and type of feedback on L2 development in a CALL task MA Bowles Georgetown University, 2005 | 34 | 2005 |
| Outcomes of classroom Spanish heritage language instruction MA Bowles The Routledge Handbook of Spanish as a Heritage Language, 331-344, 2018 | 31 | 2018 |
Silvina MontrulProfessor, Linguistics and Spanish, University of Illinois at Urbana-ChampaignVerified email at illinois.edu
