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Filtering by: Of likely interest to University students Remove constraint Of likely interest to: University students Language being learned English Remove constraint Language being learned: English Participant type Foreign language learners Remove constraint Participant type: Foreign language learners

Search Results

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

  2. What represents sophisticated vocabulary use in oral proficiency interviews?

  3. Aspectual contrasts in the English present tense revisited: Exploring the role of input and L1 influence

  4. What syntactic complexity features should be taught and assessed for adolescent EFL learners?

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

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

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

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

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

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