Dissertation
Garshol, L. (2019). I JUST DOESN’T KNOW. Agreement errors in English texts by Norwegian L2 learners: Causes and remedies [Doctoral dissertation, University of Agder]. Agder University Research Archive. http://hdl.handle.net/11250/2589044
Articles and chapters
- Klockmann, H., & Garshol, L. (2024). Agreement Errors in Norwegian L1, English L2 Quantity Pseudopartitives. Revue Roumaine de Linguistique, 69(3-4), 307-325. https://doi.org/10.59277/RRL.2024.3-4.17
- Garshol, L., & Føreland, L. R. (2024). Gaming in the English classroom. In A. S. Skulstad (Ed.), Current issues in English teaching (pp. 95-114). Fagbokforlaget.
- Garshol, L., & Erdmann, S. (2024). Reflektert bruk av digitale verktøy: Lærerstudentenes tanker [Teacher students’ reflections on the use of digital tools]. In C. Tømte, A. Lien, I. Trysnes, & M. Smith-Gahrsen (Eds.), Lærerrollen i endring. Studentaktive læringsformer og profesjonsfaglig digital kompetanse (pp. 145-168). Universitetsforlaget.
- Garshol, L. (2019). Input vs. intake in formative assessment and explicit grammar teaching. Do the students understand what we are talking about? Nordic Journal of Modern Language Methodology, 7(1), 67-83. https://doi.org/10.46364/njmlm.v7i1.529
- Garshol, L. (2019). We agreed to disagree: Agreement in L2 English written by young Norwegian learners. In A. Abel, A. Glaznieks, V. Lyding, & L. Nicolas (Eds.), Widening the Scope of Learner Corpus Research: Selected Papers from the Fourth Learner Corpus Research Conference (pp. 237-252). Presses universitaires de Louvain.