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Filtering by: Of likely interest to Teachers Remove constraint Of likely interest to: Teachers

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  1. An L2 teacher’s use of self-talk to manage her uncertainty about grammar matters

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  2. A new method of teaching second language pronunciation with homework activities

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  3. Do L2 vocabulary proficiency, working memory, and strategy use influence L2 learning in the DDL-task?

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  4. Teachers and supervisors negotiating identities during post observation feedback

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  5. Gesture may have a memory enhancing effect in the teaching of sounds in a second language

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  6. How to support teachers to develop translanguaging pedagogy in teaching English for academic purposes?

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  7. Whether second-language learners’ listening while viewing captioned video content is affected by their modality preference (visual vs. auditory) and working memory capacity

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  8. How can teachers best support second language vocabulary learning through listening?

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  9. What kind of feedback is more effective: instructor feedback on free writing or automatic corrective feedback in drills?

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  10. Measuring grit in language teachers

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  11. Students feel and act differently during the same task depending on teaching/learning contexts

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  12. English teachers perceive plurilingual instruction as more beneficial than English-only

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  13. Developing the pragmatics of compliment responses: The case of language learners of English

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  14. How do teachers in England and Spain balance the use of students’ first language and the target language?

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  15. Individual differences in complexity of first language writing are associated with complexity of second language writing

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  16. Dispelling the monolingual myth: exploring literacy outcomes in Australian bilingual programs

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  17. Adults can show improvement in pronunciation of Spanish after a short-term domestic immersion program

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  18. Figured worlds in digital storytelling and transnational communications

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  19. What types of group composition and task design is more effective for mobile-based telecollaboration?

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  20. How do Chinese L2 learners infer the meaning of Chinese compound words?

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  21. Pre-service English as a second language teachers need training on corrective feedback to reconcile their beliefs and practices

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  22. You can learn foreign words better when they are similar to the words in your first language even if you aren’t taught about the similarity

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  23. Practical ideas for developing a more intentional language teacher identity

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  24. Explicit instruction in L2 collocations

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  25. Learning writing in the EFL context: The role of self-efficacy and self-regulation

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  26. De Engelse woordenschatkennis van kinderen: de rol van woordeigenschappen en buitenschools contact met het Engels

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  27. Using a smartphone app to give dynamic and non-dynamic feedback on vocabulary learning

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  28. Aspects of fluency across levels of proficiency

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  29. The roles of working memory and oral language abilities in elicited imitation performance

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  30. Foreign language learning characteristics of deaf and severely hard-of-hearing students

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  31. How motives adapt and compete for language learning

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  32. Relations between complexity, accuracy and fluency in EFL teachers’ utterances and gestures

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  33. Using digital production of multimodal compositions to empower Chinese ethnic minority students

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  34. What does it mean to know a word?

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  35. Are first and second language similarities an advantage for second language learners?

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  36. Testing vocabulary knowledge

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  37. Understanding how language teachers metacognitively engage in identity (re)construction

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  38. Investigating noun+adjective word combinations in second language writing

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  39. Sustained teacher training can help rural teachers support multilingual students

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  40. Analysing students’ language to understand the depth of their commitment

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  41. The use of languages in English lessons in lower secondary classrooms

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  42. Improving second language vocabulary through gaming

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  43. Should second language learners be taught vocabulary in clusters of related words?

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  44. Is it better to learn how to ‘hear’ the sounds of a new language, or practice saying them?

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  45. Examining the impact of formulaic language on speech fluency

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  46. Using poetry as a more expressive approach to second language education

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  47. Evidence for a motivational dip in foreign language learning during Year 7

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  48. Drawing on young children’s linguistic diversity in class can benefit motivation and learning

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  49. A tale of a newbie teacher’s 3D virtual teaching

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  50. 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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  51. Foreign language anxiety and performance

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  52. Does direct and indirect error correction help English foreign language learners write more accurate texts in the short-term and in the long-term?

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  53. Are teachers aware of how they correct their students?

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

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  55. The effectiveness of Duolingo as a language learning application

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  56. Textbook vocabulary influence on proficiency development

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  57. First language predictors of second language comprehension in different modalities

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

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  59. Learning vocabulary while doing extensive reading

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  60. What is the correct way to correct?

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  61. Pedagogical mentoring in virtual exchange

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  62. The relationship between grammar teaching approach and learner outcomes

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  63. Enhanced second language vocabulary learning by training unfamiliar sound contrasts

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  64. To what extent do information gap tasks do what they were designed to do?

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  65. Encouraging multiple languages in the classroom and its effects on language proficiency

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  66. The social lives and L2 development of adolescent study abroad students

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  67. Foreign language anxiety and performance

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  68. Working against native-speakerism in English teacher training

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  69. The positive relationship between onscreen imagery, captions and vocabulary learning from audio-visual input

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  70. Exploring multilingual peer group interactions and their impact on learning

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  71. Multilingual strategies and hierarchies in teaching and learning English writing

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  72. Explaining achievement in L2 English by modelling motivational processes

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  73. Key features for successful second language speech

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  74. To what extent do language teaching professionals engage with relevant academic research?

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  75. How course books of modern foreign languages foster communicative grammar teaching

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  76. The interaction between cognitive individual differences and feedback type

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  77. Working memory training and its effects on foreign language development

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  78. The effects of written and spoken input on developing L2 grammar knowledge

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  79. How should grammar practice be sequenced to maximize learning?

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  80. How to distribute study/practice time to optimize foreign language learning and retention?

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  81. Exploring moral values and behavior in ESOL

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  82. Does it matter how often we practise grammar?

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  83. The effects of retrieval and trial and error exercises on learning phrasal verbs

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  84. Rethinking the terms and labels applied to language minoritized students

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  85. Can academics be made more central to middle students’ ‘possible selves’?

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  86. How can second language vocabulary best be learned through reading?

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  87. First language skills and second language learning achievement

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  88. ISLA: How implicit or how explicit should it be?

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  89. The use of literature as a key component of foreign language education

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  90. Examining how deeply second language learners process written corrective feedback

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  91. Connections between reading identities and social status in early childhood

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  92. Students as emergent leaders in small groups in the language classroom

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  93. Pronunciation training with podcasts: perception, production, and peer evaluation

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  94. Nonnative speakers are more tolerant of unconventional sentences and have “noisier” knowledge of acceptable expressions in a second language

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  95. A simpler task can increase the benefits of error correction for learning a grammatical feature, regardless of aptitude

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  96. Why do so few English high school students study foreign languages after the compulsory phase?

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  97. Can metaphors be analysed to understand language learners’ beliefs about language learning and used to foster more positive attitudes?

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  98. Focusing on authorial voice with an integrated framework for teaching EFL writing

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  99. How does the language which shapes educational reform influence classroom practice?

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  100. Is learners’ mental imagery about their future linked to their motivation for language learning?

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