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      Vanderplank, R. 2010. ‘Déjà vu? A decade of research on language laboratories, television and video in language learning’. Language Teaching 43/1: 1-37
      Summary: Article surveys research using DVD, streaming video, video on demand, interactive television and digital language laboratories since 1999, mapping out pointers for future research. Evidence suggests that research on DVD and other recent technologies is well-established but research-led implementation of enhanced functionality of digital labs is hardly in its infancy; much language lab use is marginal at best.
      Country of research: various
      Learners' background: various
      Entered by: University of Oxford (Language Centre)
      Vanderplank, R. 2008. ‘The significance of first language development in five to nine year old children for second and foreign language learning’. Applied Linguistics 29/4: 717-722
      Summary: In this article, the language learning experiences and development of a child (the author’s daughter) between the ages of five and nine are drawn on to argue that we should re-focus our comparison of first and second language acquisition away from early L1 acquisition to the early schooling period.
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: primary
      Entered by: University of Oxford (Language Centre)
      Macaro, E., S. Graham and R. Vanderplank. 2007. ‘A review of listening strategies: Focus on sources of knowledge and success’ in Language Learner Strategies: 30 years of Research and Practice. Oxford: Oxford University Press
      Book editor(s): Cohen, A. and E. Macaro.
      ISBN: 978-0-19-442254-3
      Entered by: University of Oxford (Language Centre)
      Macaro, E., S. Graham and R. Vanderplank. 2007. ‘Listening strategies’ in Language Learner Strategies: 30 Years of Research and Practice. Oxford: Oxford University Press
      Book editor(s): Cohen, A.D. and E. Macaro.
      ISBN: 978-0194422543
      Entered by: University of Oxford (Department of Education)
      Golovatch, Y. and R. Vanderplank. 2007. ‘Unwitting agents: The role of adult learners' attributions of success in shaping language-learning behaviour’. Adult and Continuing Education 13/2: 127-155
      Summary: An investigation into the attributions of success and failure of adult EFL learners in the Department of Continuing Education, Minsk State Linguistic University, Belarus. Students attributed their limited progress mainly to the teacher’s competence, the frequency and length of classes, the number of activities for listening and speaking, and teacher consultations.
      Country of research: Belarus
      Learners' background: Belarus
      Institutional level: adult
      Entered by: University of Oxford (Language Centre)
      Macaro, E., R. Vanderplank and S. Graham. 2005. A Systematic Review of the Role of Prior Knowledge in Unidirectional Listening Comprehension. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
      ISBN: None. Available online: http://eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=cRyM1w3AGg8%3d&tabid=299&mid=1149&language=en-US
      Entered by: University of Oxford (Language Centre)