A-D
  • Cohen, A. D. (2012). Strategies: The interface of styles, strategies and motivation on tasks. In Mercer, S., Ryan, S. and Williams, M. (eds.) Psychology for Language Learning:  Insights from Research, Theory and Practice (pp.136-151). Houndmills: Palgrave Macmillan. 
  • Cohen, A. D. & Griffiths, C. (2015). Revisiting LLS research 40 years laterTESOL Quarterly49(2), 414-429.
  • Cohen, A. D. & Oxford, R.L. (2001). Learning style survey for young learners. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota. Also published in Cohen, A.D., & Weaver, S.J. (2006), Styles and strategies-based instruction: A teachers’ guide. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota, pp. 29-31.
  • Cohen, A. D., Oxford, R. L. & Chi, J. C. (2002). Learning style survey: Assessing your own learning styles. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota. Also published in Cohen, A.D., & Weaver, S.J. (2006), Styles and strategies-based instruction: A teachers’ guide. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota, pp. 15-21.
  • Cohen, A.D., Oxford, R.L., & Chi, J. (2002). Language strategy use survey. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota. Also published in Cohen, A.D., & Weaver, S.J. (2006), Styles and strategies-based instruction: A teachers’ guide. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota, pp. 68-74.
E-G
  • Ehrman, M.E. & Oxford, R.L. (1989). Effects of sex differences, career choice, and psychological type on adults’ language learning strategies. Modern Language Journal, 73(1), 1-13.
  • Ehrman, M.E. & Oxford, R.L. (1990). Adult language learning styles and strategies in an intensive training setting. Modern Language Journal, 74(3), 311-327.
  • Griffiths, C. (2015). Language learning strategy instruction.Journal of Applied Linguistics (GALA) 29, 36-49.
  • Griffiths, C., & Cansiz, G. (2015). Language learning strategies: An holistic view. Studies in Second Language Learning & Teaching 5(3), 473-493. doi:10.14746/ssllt.2015.5.3.7
  • Griffiths, C., & Inceçay, G. (2016). New directions in language learning strategy research: Engaging with the Complexity of Strategy Use. In Gkonou, C., Tatzl, D. & Mercer, S. (eds.) New Directions in Language Learning Psychology. Berlin: Springer.
  • Griffiths, C., Oxford, R.L., Kawai, Y., Kawai, C., Park, Y.Y., Ma, X., Meng, Y., & Yang, N-D. (2014). Focus on context: Narratives from East Asia. In Oxford, R.L., & Griffiths, C. (eds.), Language learning strategy research in the twenty-first century. Special issue, System: International Journal of Educational Technology and Applied Linguistics, 43, 50-63.
  • Griffiths, C. & Oxford, R.L. (2014). The twenty-first century landscape of language learning strategies: Introduction to this special issue. In Oxford, R. L. & Griffiths, C. (eds.), Language learning strategy research in the twenty-first century. Special issue, System: International Journal of Educational Technology and Applied Linguistics, 43, 1-10.
  • Green, J. & Oxford, R.L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297.
  • Gunning, P. & Oxford, R.L. (2014). Children’s learning strategy use and the effects of strategy instruction on success in learning ESL in Canada. In R.L. Oxford & C. Griffiths (eds.), Language learning strategy research in the twenty-first century. Special issue, System: International Journal of Educational Technology and Applied Linguistics, 43, 82-100.
H-J
  • Hajer, M., Meestringa, T., Oxford, R., & Park-Oh, Y. (1993). Language learning strategies (LLS): State of the art in an international perspective. Dutch contributions to the International Association of Applied Linguistics: Selected in honor of Johan Matter, 46/47(2/3), 80-95.
  • Hajer, M., Meestringa, T., Park, Y. & Oxford, R. L. (1996). How print materials provide strategy instruction in various countries. In Oxford, R. L. (ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 118-140). Manoa: University of Hawaii Press.
  • Hsiao, T. & Oxford, R.L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. Modern Language Journal, 86(3), 368-383.
  • Jiang, X., & Cohen, A. D. (2012). A critical review of research on strategies in learning Chinese as both a second and foreign languageStudies in Second Language Learning and Teaching, 2(1), 9-43.
K-N
  • Lan, R. L., Moon, K. & Oxford, R.L. (2004). Teacher beliefs inventory for strategy instruction. Chinese and English versions.
  • Lan, R.L. & Oxford, R.L. (2003). Language learning strategy profiles of elementary school students in Taiwan. International Review of Applied Linguistics in Language Teaching, 41(4), 339-379.
  • Lee, K., & Oxford, R.L. (2007). Triangulating think-alouds and questionnaires in reading strategy assessment: An exploratory study. English Teaching, 62(3), 331-356.
  • Lee, K., & Oxford, R.L. (2007). Differences in strategy use, language attitudes, and self-image between Korean vocational students and traditional students. The Journal of English Language Teaching, 19(1), 1-26.
  • Lee, K., & Oxford, R.L. (2008, Mar.). Understanding EFL learners’ strategy use and strategy awareness. Asian EFL Journal, 10 (1), 7-32.
  • Ma, R. & Oxford, R.L. (2014). A diary study focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner. In R.L. Oxford & C. Griffiths (Eds.), Language learning strategy research in the twenty-first century. Special issue, System: International Journal of Educational Technology and Applied Linguistics, 43, 101-113.
  • McGroarty, M. & Oxford, R.L. (1990). Second language learning strategies: An overview and two related studies. In A. Padilla, H. Fairchild, & C. Valadez (eds.), Foreign language education: Issues and strategies (pp. 56-74). Newbury Park, CA: Sage.
  • Nuby, J, & Oxford, R. (1997). Learning style preferences of Native American and African American students in secondary schools. Proceedings of the Annual Meeting of the Association of Psychological Type. Boston, MA.
  • Nyikos, M. & Oxford, R. (1993). A factor analytic study of language learning strategy use: Interpretations from information processing theory and social psychology. Modern Language Journal, 77(1), 11-22.
O
  • Okada, M., Oxford, R.L., & Abo, S. (1996). Not all alike: Motivation and learning strategies among students of Japanese and Spanish in an exploratory study. In Oxford, R. L. (ed.), Language learning motivation: Pathways to the new century (pp. 105-119). Manoa: University of Hawaii Press.
  • Oxford, R. L. (1990). Language learning strategies: What every teacher should know.  NY:  Harper & Row. (now Boston:  Heinle / Thomson Learning).
  • Oxford, R. L. (1990).  Strategy Inventory for Language Learning (SILL).  In R. L. Oxford, Language learning strategies:  What every teacher should know (pp. 283-300).  Boston: Heinle & Heinle / Thomson Learning.
  • Oxford, R. L. (1995). Style Analysis Survey (SAS).  In J. Reid (Ed.), Learning styles in the ESL/EFL classroom (pp. 208-215).  Boston:  Heinle & Heinle / Thomson Learning.
  • Oxford, R. L. (1989). Using and learning languages through simulations, Part I. Simulation and Gaming: An International Journal of Theory, Design, and Research, 20(4), 474-492.
  • Oxford, R. L. (1989). “The Best and the Worst”: An exercise to tap perceptions of language-learning experiences and strategies. Foreign Language Annals, 22 (5), 447-454.
  • Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17(2), 235-247.
  • Oxford, R. L. (1990). Using and learning languages through simulations, Part II. Simulation and Gaming: An International Journal of Theory, Design, and Research, 21(1), 73-74.
  • Oxford, R. L. (1990). Styles, strategies, and aptitude: Important connections for language learners. In T.S. Parry & C.W. Stansfield (eds.), Language aptitude reconsidered (pp. 67-125). Englewood Cliffs, NJ: Prentice-Hall.
  • Oxford, R. L. (1990). Language learning strategies and beyond: A look at strategies in the context of styles. In S.S. Magnan (Ed.), Shifting the instructional focus to the learner (pp. 35-55). Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.
  • Oxford, R. L. (1991). Missing link: Evidence from research on language learning styles and strategies. In J. Alatis (Ed.), Linguistics, language teaching, and language acquisition: The interdependence of theory, practice, and research (pp. 438-458). Washington, DC: Georgetown University Press.
  • Oxford, R. L. (1992/1993). Language learning strategies in a nutshell: Research update and ESL classroom implications. TESOL Journal 1(3), Cover & 18-22.
  • Oxford, R. L. (1993). Instructional implications of gender differences in language learning styles and strategies. Applied Language Learning, 4(1-2), 65-94.
  • Oxford, R. L. (1993). Research on second language learning strategies. In W. Grabe (ed.), Annual Review of Applied Linguistics (pp. 175-187). Cambridge, UK: Cambridge University Press.
  • Oxford, R. L. (1993). La différence continue . . . : Gender differences in second/foreign language learning styles and strategies. In J. Sutherland (ed.), Exploring gender (pp. 140-147). Englewood Cliffs, NJ: Prentice-Hall.
  • Oxford, R. L. (1994). Learning strategies. In R.E. Asher (ed.), Encyclopedia of language and linguistics, Vol. 1 (pp. 2065-2068). Oxford: Pergamon.
  • Oxford, R. L. (1994). Gender differences in strategies and styles for L2 learning: What is the significance? Should we pay attention? In J. E. Alatis (Ed.), Theory and practice of strategies in second language acquisition (pp. 541-557). Washington, DC: Georgetown University Press.
  • Oxford, R. L. (1995). Gender differences in language learning styles: What do they mean? In J. M. Reid (ed.), Using learning styles in the ESL classroom (pp. 34-46). Boston: Heinle & Heinle.
  • Oxford, R.L. (ed.) (1996). Language learning strategies around the world: Cross-cultural perspectives.  Manoa: University of Hawaii.
  • Oxford, R. L. (1996). Employing a questionnaire to assess the use of language learning strategies. Applied Language Learning, 7(1), 27-47.
  • Oxford, R. L. (1996). What have we learned about language learning strategies around the world? In Oxford, R. L. (ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 247-249). Manoa: University of Hawaii Press.
  • Oxford, R.L. (1998). Language learning strategies training session and the Strategy Inventory for Language Learning. In the Language coordinator’s resource kit (pp. 83-93). ICE Publication Number TOO-96. Washington, DC: Peace Corps.
  • Oxford, R. L. (1999). Relationships between second language learning strategies and language proficiency in the context of learner autonomy and self-regulation. Revista Canaria de Estudios Ingleses, 38, 108-126.
  • Oxford, R. L. (2000). Communicative strategies. In Byram, M. (ed.), Routledge encyclopedia of language teaching and learning (pp. 130-132). London: Routledge.
  • Oxford, R. L. (2001). Language learning strategies. In Nunan, D. & Carter, R. (eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 166-172). Cambridge, UK: Cambridge University Press.
  • Oxford, R. L. (2001). Language learning styles and strategies. In Celce-Murcia, M. (ed.), Teaching English as a second language (pp. 359-366). Boston: Heinle & Heinle.
  • Oxford, R. L. (2003). Language learning styles and strategies: Concepts and relationships. International Review of Applied Linguistics in Language Teaching, 41(4), 271-278.
  • Oxford, R. L. (2008). Hero with a thousand faces: Learner autonomy, learning strategies, and learning tactics in independent language learning. In Hurd, S. & Lewis, T. (eds.), Language learning strategies in independent settings (pp. 41-63). Bristol, UK: Multilingual Matters.
  • Oxford, R. L. (2011). Teaching and researching language learning strategies. Harlow, UK: Pearson Longman.
  • Oxford, R. L. (2011). Strategies for learning a second or foreign language. Research timeline. Language Teaching, 44(2), 167-180.
  • Oxford, R.L. (2013). Communication strategies. In Byram, M. & Hu, A. (eds.), Routledge encyclopedia of language learning and teaching, 2nd ed. (pp. 131-134). London: Routledge.
  • Oxford, R.L. (2013). Strategic learning of the Korean language: Process and prospects. In Lee, D-E. (ed.), Developing strategies in Korean language classrooms (pp. 3-16). Seoul: International Association for Korean Language Education.
  • Oxford, R. L. (2014). What we can learn about strategies, language learning, and life from two extreme cases: The role of well-being theory. Studies in Second Language Learning and Teaching, 4(4), 593-615.
  • Oxford, R. L., & Burry-Stock, J.A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (SILL). System, 23(1), 1-23.
  • Oxford, R. L., Cho, Y., Leung, S., & Kim, H. (2004). Effect of the presence and difficulty of task on strategy use: An exploratory study. International Review of Applied Linguistics in Language Teaching, 42, 1-47.
  • Oxford, R. L., & Cohen, A. D. (1992). Language learning strategies: Crucial issues in concept and classification. Applied Language Learning, 3(1-2), 1-35.
  • Oxford, R. L., & Crookall, D. (1988). Language learning strategies. In Berko-Gleason, J. (ed.), You CAN take it with you: Helping students maintain second language skills (pp. 23-49). Englewood Cliffs, NJ: Prentice-Hall.
  • Oxford, R. L., & Crookall, D. (1988). Simulation/gaming and language learning strategies. Simulation and Games: An International Journal of Theory, Design, and Research, 17(4), 349-352.
  • Oxford, R.L., & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and instructional issues. Modern Language Journal, 73(4), 403-419.
  • Oxford, R. L., & Crookall, D. (1990). Learning strategies: Making language learning more effective through simulation/gaming. In D. Crookall & R.L. Oxford (eds.), Simulation, gaming, and language learning (pp. 109-117). New York: HarperCollins / Newbury House.
  • Oxford, R. L., Crookall, D., Cohen, A., Lavine, R., Nyikos, M., & Sutter, W. (1990). Strategy training for language learners: Six situational case studies and a training model. Foreign Language Annals 22(3), 197-216.
  • Oxford, R. L., & Ehrman, M.E. (1995). Adults’ language learning strategies in an intensive foreign language program in the United States. System, 23(3), 359-386.
  • Oxford, R.L., Hollaway, M.E., & Murillo, D. J. (1992). Language learning styles: Research and practical considerations for teaching in the multicultural tertiary ESL/EFL classroom. System, 20(4), 439-456.
  • Oxford, R. L., & Green, J. M. (1995). Making sense of learning strategy assessment: Toward a higher standard of research accuracy. TESOL Quarterly, 29(1), 166-171.
  • Oxford, R. L., & Green, J.M. (1996). Language learning histories: Learners and teachers helping each other understand learning styles and strategies. TESOL Journal, 3, 20-23.
  • Oxford, R. L., Griffiths, C., Longhini, A., Cohen, A., Macaro, E., & Harris, V. (2014). Experts’ personal metaphors and similes about language learning strategies. In Oxford, R. L., & Griffiths, C. (eds.), Language learning strategy research in the twenty-first century. Special issue, System: International Journal of Educational Technology and Applied Linguistics, 43, 30-49.
  • Oxford, R. L., Lavine, R.Z. & Crookall, D. (1989). Language learning strategies, the communicative approach, and their classroom implications. Foreign Language Annals 22(1), 29-39.
  • Oxford, R. L., & Lee, K. (2007). The second Cinderella: Grammar strategies for learning a second language. In Cohen, A. & Macaro, E. (eds.), Language learner strategies: Thirty years of research and practice (pp. 117-139). Oxford University Press.
  • Oxford, R. L., Rubin, J., Chamot, A.U., Schramm, K., Lavine, R., Gunning, P. & Nel, C. (2014). The learning strategy prism: Perspectives of learning strategy experts. In Oxford, R. L., & Griffiths, C. (eds.), Language learning strategy research in the twenty-first century. Special issue, System: International Journal of Educational Technology and Applied Linguistics, 43, 11-29.
  • Oxford, R. L., & Leaver, B. L. (1996). A synthesis of strategy instruction for language learners. In Oxford, R. L. (ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 227-246). Manoa: University of Hawaii Press.
  • Oxford, R.L., & Lin, C-Y. (2011). Autonomous learners in digital realms: Exploring strategies for effective digital learning. In Morrison, B. (ed.), Independent language learning: Where innovation meets application. Hong Kong: Independent Learning Association / Hong Kong Polytechnic University Press.
  • Oxford, R. L., & Nam, C. (1998). Learning styles and strategies of a “partially bilingual” student diagnosed as learning disabled: A case study. In J. Reid (Ed.), Understanding learning styles in the second language classroom (pp. 52-61). Upper Saddle River, NJ: Prentice Hall.
  • Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal 73(3), 291-300.
  • Oxford, R. L., Park-Oh, Y., Ito, S., & Sumrall, M. (1993). Japanese by satellite: Effects of motivation, language learning styles and strategies, gender, course level, and previous language learning experience in Japanese language achievement. Foreign Language Annals 26(3), 359-371.
  • Oxford, R. L., & Schramm, K. (2007). Bridging the gap between psychological and sociocultural perspectives on L2 [second language] learner strategies. In Cohen, A. D., & Macaro, E. (Eds.), Thirty years of research on language learner strategies (pp. 47-68). Oxford, UK: Oxford University Press.
P-Z
  • Wallace, W. & Oxford, R.L. (1992). Disparity in learning styles and teaching styles in the ESL classroom: Does this mean war? AMTESOL Journal, 1(1), 45-68.
  • Yamamori, K., Isoda, T., Hiromori, T., & Oxford, R.L. (2003). Using cluster analysis to uncover L2 learner differences in strategy use, will to learn, and achievement over time. International Review of Applied Linguistics in Language Teaching, 41(4), 381-409.
  • Zoubir-Shaw, S., & Oxford, R. (1995). Gender differences in language learning strategy use in university-level introductory French classes: A pilot study employing a strategy questionnaire. In C.A. Klee (Ed.), Faces in a crowd: Individual learners in multisection programs (pp. 181-213). Boston: Heinle & Heinle.