| A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment E Stracke ReCALL 19 (1), 57-78, 2007 | 302 | 2007 |
| An analysis of written feedback on a PhD thesis V Kumar, E Stracke Teaching in Higher education 12 (4), 461-470, 2007 | 271 | 2007 |
| Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs E Stracke System 60, 1-10, 2016 | 156 | 2016 |
| Feedback and self‐regulated learning: Insights from supervisors’ and PhD examiners’ reports E Stracke, V Kumar Reflective practice 11 (1), 19-32, 2010 | 124 | 2010 |
| Undertaking the journey together: Peer learning for a successful and enjoyable PhD experience E Stracke Journal of University Teaching & Learning Practice 7 (1), 111-121, 2010 | 86 | 2010 |
| Examiners’ reports on theses: Feedback or assessment? V Kumar, E Stracke Journal of English for academic purposes 10 (4), 211-222, 2011 | 81 | 2011 |
| Realising graduate attributes in the research degree: The role of peer support groups E Stracke, V Kumar Teaching in Higher Education 19 (6), 616-629, 2014 | 77 | 2014 |
| Learner perceptions and experiences of pride in second language education AS Ross, E Stracke Australian Review of Applied Linguistics 39 (3), 272-291, 2016 | 60 | 2016 |
| The role of self‐efficacy beliefs in learning English as a foreign language among young Indonesians S Anam, E Stracke TESOL Journal 11 (1), e00440, 2020 | 40 | 2020 |
| Learning experiences in and outside class by successful Vietnamese tertiary students studying English as a foreign language V Nguyen, E Stracke Innovation in Language Learning and Teaching 15 (4), 321-333, 2021 | 31 | 2021 |
| Reframing doctoral examination as teaching V Kumar, E Stracke Innovations in Education and Teaching International 55 (2), 219-227, 2018 | 31 | 2018 |
| Talking career across disciplines: Peer group mentoring for women academics A Collins, I Lewis, E Stracke, R Vanderheide International Journal of Evidence Based Coaching and Mentoring 12 (1), 92-108, 2014 | 27 | 2014 |
| Spotlight on blended language learning: A frontier beyond learner autonomy and computer assisted language learning E Stracke ILA (Independent Learning Association) Japan 2007 Conference, 1-13, 2009 | 24 | 2009 |
| Non-native English speaking postgraduate TESOL students in Australia: Why did they come here? N Inoue, E STRACKE University of Sydney Papers in TESOL 8, 2013 | 20 | 2013 |
| Encouraging dialogue in doctoral supervision: The development of the feedback expectation tool E Stracke, V Kumar International Journal of Doctoral Studies 15, 265, 2020 | 19 | 2020 |
| Conflicting voices: Blended learning in a German university foreign language classroom E Stracke Learner autonomy: Autonomy in the classroom, 85-103, 2007 | 18 | 2007 |
| Exploring doctoral students’ perceptions of language use in supervisory written feedback practices–because “feedback is hard to have” E Stracke, V Kumar Australian Review of Applied Linguistics 39 (2), 122-138, 2016 | 13 | 2016 |
| ESL students in peer review: An action research study in a university English for Academic Purposes course. J Hislop, E STRACKE University of Sydney Papers in TESOL 12, 2017 | 11 | 2017 |
| Communicative validation of interview data E Stracke Making a difference: Challenges for applied linguistics, 188-198, 2009 | 9 | 2009 |
| Investigating adult migrant ESL learners’ language learning motivational profile in Australia: Towards a bicultural identity E Stracke, J Jones, N Bramley, K Csizér, M Magid The impact of self-concept on language learning, 155-170, 2014 | 7 | 2014 |
