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Filtering by: Materials on IRIS No Remove constraint Materials on IRIS: No Participant type Second (additional) language learners Remove constraint Participant type: Second (additional) language learners

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  1. Reading comprehension: does grammar or vocabulary knowledge matter most?

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  2. Gap-fills: what reading processes do they require?

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  3. How giving and receiving peer feedback on L2 writing task performance influence language learners’ motivation and beliefs in their writing ability

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  4. What do 49 studies tell us about the effectiveness of grammar teaching?

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  5. At-risk ESL students’ task-based learning in the 3D virtual environment

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  6. The relationship between strategies, knowledge sources, and success in deriving the meaning of new words from context

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  7. Learning English outside the classroom: which words are easy or difficult to learn?

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  8. Reframing science activity in the sheltered classroom

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  9. English learner instruction at the center: A modified teacher valuation protocol

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  10. Does strong vocabulary knowledge in a sign language help deaf children to read better in English?

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