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Filtering by: Participant type Teachers Remove constraint Participant type: Teachers

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  1. What does an ESL teacher think and do when teaching literary texts?

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  2. Future teachers’ experiences and beliefs shape how they assess second language pronunciation

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  3. A survey to detect what different groups need to know about language assessment

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

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  5. Teachers and supervisors negotiating identities during post observation feedback

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  6. Measuring grit in language teachers

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

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

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

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

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

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

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  13. NESTs: Disconnections between theory, research, and practice

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

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

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  16. English language teachers’ beliefs and concerns about pronunciation teaching in Uruguay

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

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  18. Reconceptualizing authenticity in TESOL

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  19. Videoconferencing languages in rural schools

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  20. Teachers’ role in helping learners with dyslexia in the language classroom

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