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

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  2. Can advanced second language learners acquire epistemic meaning of modal verbs?

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  3. Does strong vocabulary knowledge in a sign language help deaf children to read better in English?

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  4. Outcomes and attitudes in online vs. classroom-based language learning

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  5. How do conversations on Facebook differ from face-to-face interactions?

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  6. The relationship between grammar teaching approach and learner outcomes

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  7. How much language can immigrant children learn through play?

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  8. Teaching bilinguals their heritage language: Theoretical and practical considerations

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  9. Challenges of comparing language production across different corpora

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  10. Can computers be trained to mark second language speaking exams?

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

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

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

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  14. Minority language immersion education and its implications for language use at home

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  15. Which factors influence the ability to recognise unconventional word sequences?

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  16. LexTALE: A quick, simple, and reliable vocabulary test for advanced learners of English

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

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  18. Foreign language anxiety and performance

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  19. Working against native-speakerism in English teacher training

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

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

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

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  23. Explaining achievement in L2 English by modelling motivational processes

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  24. How much does our second language help when we learn to perceive events in a new way?

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  25. Understanding how post-graduate students use language corpora to help with their academic writing across different fields of study

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  26. Key features for successful second language speech

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  27. Second language learners' processing of grammar during real-time reading

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

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

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  30. The interaction between cognitive individual differences and feedback type

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

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

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

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

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  35. Exploring moral values and behavior in ESOL

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  36. Does it matter how often we practise grammar?

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

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

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

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

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  41. First language skills and second language learning achievement

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  42. The effect of international accents on listening comprehension tests

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

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

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  45. Positioning of teacher expertise in TESOL-related curriculum standards

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

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

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

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

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  50. Bilingual and monolingual speakers produce gestures in synchrony with their speech

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

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  52. Is it possible to learn a grammar rule in a new language without being consciously aware of it?

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

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

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

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

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  57. How do doctoral students publish during their busy candidature?

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  58. Children with developmental language disorder have difficulties with picking up language “rules” from exposure to language

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

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  60. How native and nonnative speakers recognize complex words during reading

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

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  62. Is meaningful exposure to second language grammar rules sufficient for learning to take place?

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  63. Understanding language teacher leadership from the learners’ perspective

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  64. Most effective ways of teaching L2 requests

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  65. The quality of teacher-students communication for improving speaking skills

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  66. Focus on linguistic features during language learner – expert speaker mobile game interactions

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  67. Questionable precision in language aptitude tests may hamper our understanding of individual differences in language acquisition and use

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  68. Reconceptualizing authenticity in TESOL

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  69. A ‘Task-Induced Involvement’ approach to learning L2 vocabulary

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  70. Different perspectives on heritage language development: Introducing a special issue of Language Learning

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  71. The benefit of learning from multiple voices in second language vocabulary learning

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  72. Videoconferencing languages in rural schools

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  73. How can we promote positive attitudes towards foreign language learning?

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  74. How to select vocabulary for more effective language teaching

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

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  76. Learners of Spanish improve in their expression of grammatical gender during a stay abroad

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  77. Are language learners sensitive to grammar constructions when they read sentences in a second language?

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  78. Acquiring and maintaining a heritage language across the lifespan

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  79. Pedagogical suitability of data-driven learning in English grammar classes in Taiwan

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  80. What is the relationship between TOEFL iBT scores and academic performance in university?

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  81. The positive role of out-of-school exposure and word properties in children’s vocabulary knowledge

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  82. More than words: Examining cross-disciplinary academic language skills that support middle graders to comprehend what they read

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  83. The older the better? The complex role of age of bilingualism for native language acquisition and maintenance

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  84. Cross-linguistic evidence for age effects and the role of aptitude in second language learning

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  85. What comes after explicit rule learning? Automatizing second language grammar

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  86. Do middle-class native English-speaking children dominate bilingual programs in America?

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  87. Attitudes towards, and self-perceived ability in, English in an ethnic minority village in Thailand

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  88. How do learners collaborate on wiki writing tasks?

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  89. A self-assessment tool to evaluate teachers’ Technological Pedagogical Content Knowledge

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  90. Max picked up the book or Max picked the book up? Comparing English native speakers’ and second language learners’ choices

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  91. The positive relationship between out-of-school exposure and vocabulary knowledge

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  92. What makes a word difficult to learn? Considering multiple characteristics of words

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  93. Do phonological awareness skills develop differently for Spanish–English and Cantonese–English bilinguals?

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  94. How an underemphasized future form (lexical futures) reveals learner development

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  95. Examining linguistic features of collaborative and noncollaborative peer interactions

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  96. Computerized phonetic training study with adult and child (7-8 years) second language learners

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  97. How creative with vocabulary are heritage speakers of Spanish?

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  98. Heritage and homeland speakers of Slavic languages use grammar similarly in spontaneous speech

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  99. Looking at heritage speakers from bilingualism and social justice perspectives

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  100. Losing and regaining a childhood language

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