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Filtering by: Language being learned English Remove constraint Language being learned: English Participant type Foreign language learners Remove constraint Participant type: Foreign language learners Area of research Effectiveness of teaching Remove constraint Area of research: Effectiveness of teaching

Search Results

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

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

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

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

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

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  6. The pedagogical affordances of matter in English language teaching

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  7. 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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  8. Explicit instruction in L2 collocations

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

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

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

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

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  13. What interactional features to teach and assess for pragmatically appropriate conversation?

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  14. 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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  15. Textbook vocabulary influence on proficiency development

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  16. What is the correct way to correct?

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  17. Pedagogical mentoring in virtual exchange

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

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

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

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