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

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

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  3. Language learning motivation and approach and avoidance orientations

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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. The importance of including internal short vowel diacritics for the learning of Arabic as a foreign/second language

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

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  8. Monitoring of reading comprehension across L1, L2, and L3: Domain-general or language-specific? Maybe both!

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  9. After study abroad: The identity of specialist languages graduates

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

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  11. Desire in learning English in the context of tourism

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

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  13. How advising in language learning can support learners’ basic psychological needs

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  14. The use of humour in Chinese as second language classrooms

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

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  16. How the errors we make help us learn a second language

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  17. 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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  18. Medieval English multilingualisms

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  19. In an artificial language, some language-context associations are harder to learn than others

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  20. Creating multilingual computer models of human language

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  21. Deaf children perceive signs in their ‘mind’s eye’

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  22. How do differences in memory affect grammar and vocabulary learning under immersion conditions?

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

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

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  25. Measuring grit in language teachers

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

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  27. Case marking and word order differences do not hinder sharing of syntax across languages

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  28. Brain waves reveal what happens when immigrants begin to lose their mother tongue

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  29. Mixing or not mixing languages when learning novel objects doesn't change memory-related neural patterns

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  30. Brain activity reveals the time-course of novel word meaning acquisition in inexperienced learners

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

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

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

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  34. Mastering a second language without forgetting your first

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  35. Learners re-use the grammar of the people they are speaking with, face to face or via computer chat, and this helped learning direct questions but not indirect questions

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  36. It’s not just the language program that matters for oral proficiency growth at university: It’s the language experience that students bring with them

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

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  38. Your recall of spoken utterances from a second language tells us about your proficiency in that language

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  39. Adopting more inclusive views of multilingual language practices in English language teacher education

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  40. The pedagogical affordances of matter in English language teaching

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

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  42. The role of vocabulary knowledge in L2 reading and listening comprehension

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

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  44. Eliciting and measuring second language metaphoric competence

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  45. Figured worlds in digital storytelling and transnational communications

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  46. Exploring Spanish and English academic language skills that support reading comprehension

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  47. How do language learners interact with each other in collaborative writing when they use online resources as a support?

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

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

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

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  51. 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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  52. Practical ideas for developing a more intentional language teacher identity

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  53. Explicit instruction in L2 collocations

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

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

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

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  57. Aspects of fluency across levels of proficiency

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

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  59. Syntactic complexity differences among adapted teaching materials for different grade levels

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  60. Sentence complexity differs between writing and speaking in child second language learners

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

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  62. Learning to produce Mandarin Chinese tones as a non-native speaker

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  63. Why is using multilingual resources beneficial while learning another language?

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  64. How motives adapt and compete for language learning

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

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  66. The role of having control over inhibition in language development

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  67. Oral comprehensibility and vocabulary use can be judged based on small multi-word units more than on single words

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

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  69. What does it mean to know a word?

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

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  71. Testing vocabulary knowledge

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  72. The neoliberal ideologies influencing the language policies of Intensive English Programs in US Universities.

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

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  74. Fluency and multiword sequences across different levels of oral proficiency

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  75. The manifold effects of bilingualism on brain structure

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

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

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  78. Immigration law and adult migrant language education

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

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

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  81. Improving second language vocabulary through gaming

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  82. Does how much learners know about words help them guess the meaning of new words?

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

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

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  85. Examining the impact of formulaic language on speech fluency

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  86. Pre-service English teacher education in response to diverse community needs

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

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

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

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

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  91. Is there a best way to teach language?

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

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  93. The positive relationship between words known in a video and the comprehension of that video

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

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  95. Developing primary school students’ foreign language learner self-concept

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

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  97. Teaching: The original profession?

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

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  99. How do children from different language environments differ in their understanding of what language is?

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  100. 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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