Books/boeken:
Peters, E. (under contract). Doing vocabulary research. Routledge.
Peters E. (2017). Woordenschat aanleren in een vreemde taal. Hoe doe je dat? Leuven: ACCO.
Van Houtven, T. & Peters, E., (2013). Schrijfvaardig in het hoger onderwijs: praktische handleiding voor krachtig schrijfvaardigheidsonderwijs in de instroomfase. Leuven: ACCO.
Peters, E. & Van Houtven, T. (2010). Taalbeleid in het hoger onderwijs: de hype voorbij? Leuven: ACCO.
Sercu, L., Vyncke, C., & Peters, E. (2003). Testen en evalueren in het vreemdetalenonderwijs. Wolters Plantyn.
Book chapters (since 2012) / boekhoofdstukken (sinds 2012)
Peters, E. (2022). The golden age of foreign language learning. Age and language learning beyond the classroom. In H. Reinders, C. Lai, & P. Sundqvist (Eds.), The Routledge Handbook of language teaching and learning beyond the classroom (pp. 112-125). Routledge.
Vu, D. V., & Peters, E. (2022). The role of formulaic sequences in speaking. In T.M. Derwing, M.J. Munro, & R.I. Thomson (Eds.), The Routledge handbook of second language acquisition and speaking (pp.285-298). Routledge.
Bollansée, L., Puimège, E., & Peters, E. (2021). "Watch out! Behind you is the enemy!" An exploratory study into the relationship between extramural English and productive vocabulary knowledge. In V. Werner & F. Tegge (Eds.), Pop culture in language education (pp.199-214). Routledge.
Peters, E. (2020). Woordenschat. Woorden tellen! Woordenschatdoelstellingen en woordenschat leren. In S. Dönszelmann, C. van Beuningen, A. Kaal, & R. de Graaff (Eds.), Handboek vreemdetalendidactiek (pp.201-2016). Coutinho.
Peters, E., Noreillie, A.-S., & Puimège, E. (2020). Frans eerste vreemde taal en Engels tweede vreemde taal? Of toch niet? Een blik op de Engelse en Franse taalvaardigheid van jongeren in Vlaanderen. In Coudenys, W. (Ed.), Taal en de wereld (pp. 53-70). Leuven University Press.
Peters, E. (2020). Meertaligheid kinderspel? Hoe leren we een nieuwe taal. In P. d'Hoine & B. Pattyn (Eds.), Wetenschap in een veranderende wereld. Lessen voor de XXIste eeuw (pp. 67-90) . Leuven: Leuven University Press.
Peters, E. (2020). Factors affecting the learning of single-word items. In S. Webb (Ed.), The Routledge Handbook of Vocabulary Studies (pp.125-142). Routledge.
Tiryakioglu, G., Peters, E., & Verschaffel, L. (2019). The effect of L2 proficiency level on composing processes of EFL learners: Data from keystroke loggings, think-alouds and questionnaires. In K. Sullivan & E. Lindgren (Eds.), Observing writing: logging handwriting and computer keystrokes (pp. 212-235). Leiden: Brill.
Kerkhofs, G., Peters, E. & Van Houtven, T. (2012). Taalontwikkelend lesgeven in een academische opleiding: een intensieve en effectieve samenwerking tussen vak- en taaldocenten. In A. Mottart & S. Vanhooren (red.), Zesentwintigste Conferentie Het Schoolvak Nederlands (pp. 82-86). Gent: Academia Press.
Articles since 2012 / artikelen sinds 2012:
Puimège, E., Montero Perez, M., & Peters, E. (accepted). The effects of typographic enhancement on L2 collocation processing and learning from reading: an eye-tracking study. Applied Linguistics. https://doi.org/10.1093/applin/amad003
Duy, V.V., Noreillie, A-S., & Peters, E. (accepted). Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains. Language Teaching Research. https://doi.org/10.1177/13621688221151048
Duong, P.T., Montero Perez, M., Desmet, P., & Peters, E. (2023). The impact of input, input repetition, and task repetition on L2 lexical use and fluency in speaking. Studies in Second Language Learning and Teaching, 13(1), 101-124. https://doi.org/10.14746/ssllt.29727
Puimège, E., Montero Perez, M., & Peters, E. (2023). Promoting L2 acquisition of multiword units through textually enhanced audiovisual input: An eye-tracking study. Second Language Research, 39(2), 471–492. https://doi.org/10.1177/02676583211049741 .
Duy, V.V., Peters, E. (2023). A longitudinal study on the effect of mode of reading on incidental collocation learning and predictors of learning gains. Tesol Quarterly, 57 (1), 5-32. https://doi.org/10.1002/tesq.3111
Duy, V.V., Peters, E. (2022). Incidental learning of collocations from meaningful input: a longitudinal study into three reading modes and factors that affect learning. Studies In Second Language Acquisition, 44 (3), 685-707. https://doi.org/10.1017/S0272263121000462
Aliyar, M., Peters, E. (2022). Incidental Acquisition of Italian Words from Comic Books. Reading in a Foreign Language, 34 (2), 349-377. https://nflrc.hawaii.edu/rfl/item/557
Vu, D.V., & Peters, E. (2022). Learning vocabulary from reading-only, reading-while-listening, and reading with textual input enhancement: Insights from Vietnamese EFL learners. RELC Journal, 53(1), 85-100. https://doi.org/10.1177/0033688220911485
Duong, P.T., Montero Perez, M., Desmet, P., & Peters, E. (2021). Incidental lexical mining in task repetition: The role of input, input repetition and individual difference. System, 103, 102650. https://doi.org/10.1016/j.system.2021.102650
Peters, E. (2021). Bevordering van woordenschatkennis in het Engels. De rol van ondertiteling en beeldondersteuning in audiovisuele input. Levende Talen Tijdschrift, 20(2), 3-13.
Duong, P.T., Montero Perez, M., Desmet, P., & Peters, E. (2021). Differential effects of input-based and output-based tasks on L2 vocabulary learning. Canadian journal of Applied Linguistics., 24(3),, 120-144 https://doi.org/10.37213/cjal.2021.31183
Duong, P.T., Montero Perez, M., Desmet, P., & Peters, E. (2021). Learning vocabulary in spoken input- and output-based tasks. Task, 1(1), 99-125. https://doi.org/10.1075/task.00005.duo
Noreillie, A.-S., Desmet, P., & Peters, E. (2020). Factors predicting low-intermediate French learners’ vocabulary use in speaking tasks. Canadian Modern Language Review, 76(3), 194-217. https://doi.org/10.3138/cmlr-2019-0018
Peters, E., & Muñoz, C. (2020). Introduction to the special issue. Language learning from multimodal input. Studies in Second Language Acquisition, 42(3), 489-497. https://doi.org/10.1017/S0272263120000212
Durbahn, M., Rodgers, M., & Peters, E. (2020). The relationship between vocabulary and viewing comprehension. System. https://doi.org/10.1016/j.system.2019.102166
Puimège, E., & Peters, E. (2020). Learning formulaic sequences through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 42(3), 525-549. https://doi.org/10.1017/S027226311900055X
Peters, E. (2019). The effect of imagery and on-screen text on foreign-language vocabulary learning from audiovisual input. TESOL Quarterly, 53(4), 1008-1032. https://doi.org/10.1002/tesq.531
Puimège, E., & Peters, E. (2019). Learners' English vocabulary knowledge prior to formal instruction: The effect of learner-related and word-related factors. Language Learning, 69(4), 943-977. https://doi.org/10.1111/lang.12364
Puimège, E., & Peters, E. (2019). Learning L2 vocabulary from audiovisual input: an exploratory study into incidental learning of single words and formulaic sequences. Language Learning Journal, 47(4), 424-438. https://doi.org/10.1080/09571736.2019.1638630
Peters, E., Noreillie, A., Heylen, K., Bulté, B., & Desmet, P. (2019). The impact of instruction and out-of-school exposure to foreign language input on learners’ vocabulary knowledge in two languages. Language Learning, 69(3), 747-782. https://doi.org/10.1111/lang.12351
Peters, E., Velghe, T., & Van Rompaey, T. (2019). The VocabLab tests: the development of an English and French vocabulary test. ITL-International Journal of Applied Linguistics, 170(2), 54-79. https://doi.org/10.1075/itl.17029.pet
Noreillie A., Kestemont B., Heylen K., Desmet P., Peters E. (2018). Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages. An approximate replication study of Stæhr (2009). ITL - International Journal of Applied Linguistics, 169 (1), 214-233.
Peters E. (2018). The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge. ITL - International Journal of Applied Linguistics, 169 (1), 142-168.
Montero Perez M., Peters E., Desmet P. (2018). Vocabulary learning through viewing video: the effect of two enhancement techniques. Computer Assisted Language Learning: an International Journal, 31 (1-2), 1-26.
Peters E., Webb S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40(3), 551-577.
Deygers, B., Van den Branden, K., Peters, E. (2017). Checking assumed proficiency: Comparing L1 and L2 performance on a university entrance test. Assessing Writing, 32, 43-56.
Peters, E., Heynen, E., & Puimège, E. (2016). Learning vocabulary through audiovisual input: the differential effects of L1 and L2 subtitles. System, 63, 134-148.
Peters, E. (2016). The learning burden of collocations: the role of interlexical and intralexical factors. Language Teaching Research, 20 (1), 113-138.
Peters, E., & Pauwels, P. (2015). Learning academic formulaic sequences. Journal of English for Academic Purposes, 20, 28-39.
Montero Perez, M., Peters, E., & Desmet, P. (2015). Enhancing vocabulary learning through captioned video: An eye-tracking study. The Modern Language Journal, 99 (2), 308-328.
Peters, E. (2014). The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations. Language Teaching Research, 18 (1), 75-94.
Montero Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning & Technology, 18 (1), 118-141.
Montero Perez, M., Peters, E., & Desmet, P. (2014). Is less more? Effectiveness and perceived usefulness of keyword and full captioned video for L2 listening comprehension. ReCALL: Journal of Eurocall, 26 (1), 21-43.
Peters, E. (2013). Collocaties leren in een vreemde taal. Handelingen der Koninklijke Zuid-Nederlandse Maatschappij voor Taal- en Letterkunde en Geschiedenis, 56, 177-192.
Van Houtven, T., Peters, E., & Van den Branden, K.. (2013). Analyzing student teachers’ academic literacy needs: a qualitative analysis of Flemish first-year teacher trainees’ needs. Language Learning in Higher Education. 2 (2), 267-292.
Peters, E. (2012). The differential effects of two vocabulary instruction methods on EFL word retention: a study into task-effectiveness. IRAL, International Review of Applied Linguistics in Language Teaching, 50 (3), 213-238.
Peters, E. (2012). Learning German formulaic sequences: the effect of two attention-drawing techniques. Language Learning Journal, 40 (1), 65-79.
A complete list of my publications can be found on