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  1. The usefulness of captioned video in the learning of second language vocabulary and grammar

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  2. Foreign speech sounds in adulthood: Learning from exposure seems easier when guided by similarities to the native language

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  3. The benefits of teaching vocabulary before a reading activity

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  4. Learning to perceive the sounds of another language may not always help you produce those sounds

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  5. Two contradictory meanings of “communication competence” in English language education in neoliberal Japan

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  6. What content-area teachers learn when they participate in professional development focused on multilingual youth

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  7. Using the translanguaging space to facilitate poetic representation of language and identity

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  8. The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing

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  9. Exploring targeted peer feedback processes and discussing the value of peer feedback

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  10. What do Vietnamese primary EFL teachers think about and actually do with their students’ spoken errors?

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  11. When size matters: Emotion vocabulary content in EFL textbooks

    Work
  12. Language use influencing intercultural competence in higher education

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  13. Do learners’ characteristics matter in second language learning?

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  14. The use of near peer role models in developing learners’ motivation to learn a language other than English

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  15. To what extent does cultural knowledge affect learners’ understanding of a story?

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  16. Combining explicit and sensitive indices for measuring L2 vocabulary learning through contextualized input and word-focused instruction

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  17. How we predict upcoming words when we listen to a native and second language

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  18. The role of grit and language mindset in foreign language achievement

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  19. Having a good ear greatly promotes L2 phonology, vocabulary, and grammar learning in immersive settings

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  20. Investigating different features and conditions of tasks for improving L2 oral performance

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  21. A synthesis and meta-analysis of relations between morphological awareness and second language reading development

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  22. Guidelines for using cluster analysis in second language research

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  23. Understanding the experiences of Latina immigrant mothers in one bilingual program through antropoesía

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  24. Equity and status: Brazilian immigrant children’s experiences in a bilingual program

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  25. Identifying the “traps” that may restrict equity in Dual Language Bilingual Education

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  26. The impact of educational policy on the attitudes towards and use of students’ home language

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  27. Exploring how teachers understand Latinx learners who are English dominant and classified as English Learners

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  28. Reading development by Spanish/English emerging bilingual students in dual language programs

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  29. How can bilingual education programs sustain equity for students learning English?

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  30. The positive influence of teacher reflection on gaining emotional capital

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  31. A meta-analytic study on multimodal glossing and L2 vocabulary

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  32. Pedagogical purpose, classroom register and appraisal across high- and low-exposure CLIL classrooms

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  33. Which factors influence first and second language speakers’ processing of collocations?

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  34. Systematic analysis of research articles in the Journal of Language, Identity, & Education (2015-2019)

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  35. How do word characteristics affect Spanish native speakers’ ability to recognize English academic words?

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  36. Drawing on students’ diverse language resources in a bilingual program in Australia

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  37. Is multilingualism especially complex? A philosophical look at multilingualism research

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  38. Translating translanguaging into our classrooms: Possibilities and challenges

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  39. Preschool English teachers gaining bilingual competencies in a monolingual context

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  40. Sound spelling affects both pronunciation and phonological awareness in a second language

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  41. Learning grammar from watching captioned TV series

    Work
  42. Understanding what a translingual approach implies for EAL writing

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  43. Motivating students to participate in communicative activities

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  44. Examining heritage language learners’ written texts

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  45. International student academic writing support: deferring to another expert and providing alternative advice

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  46. Developing preservice teachers’ intercultural knowledge through virtual exchange projects

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  47. Student feedback mediating professional transitions

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

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  49. Testing listening with multiple choice tasks: Is the order of the answer options important?

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  50. Comparing ratings of writing performances with different rating scales across European countries

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  51. The effect of hands-on and hands-off data-driven learning on low intermediate learners’ verb-noun collocations

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  52. Individual differences in second language listening: Examining the role of knowledge, metacognitive awareness, memory, and attention

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  53. Can meditation improve language learning?

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  54. Diagnosing pronunciation errors for Arabic learners of English

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

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  56. Why CLIL in Madrid seems to favour all students, independently of their background

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  57. The origin of peer feedback: They need to notice the error first

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  58. Young infants are highly sensitive to different speech sounds and start to learn some of them while still in the womb

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  59. Starting to learn a foreign language early does not necessarily have long-term benefits

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  60. Optimizing learners’ task performance using pre-task planning and task repetition

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  61. Using eye-tracking to examine the role of first and second language glosses

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  62. Interleaved (mixed) grammar practice can assist learners with weaker working memory

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  63. The long-term benefits of making the simple change from non-cumulative to cumulative weekly vocabulary quizzes

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  64. Combining methods to investigate writers’ pausing and revision behaviors

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  65. Teaching formulaic sequences through motivational strategies and mental imagery

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  66. Planning for an oral task in the first language and the second language

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  67. What brain regions are engaged by implicit learning and how do they relate to language processing?

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  68. Taking your turn in dialogues: Speaking too soon or too late can change how fluency is perceived

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  69. The extraordinary ordinary: Re-engineering multilingualism as a natural category

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  70. Foreign-accented speakers are perceived negatively because they are strangers and because they can be hard to understand

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  71. How do homophones affect word learning in a second language?

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

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  73. The role of crosslinguistic influence in multilingual processing: Lexicon vs. syntax

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

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  75. Integrated content and language classes for EFL science and engineering students

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

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

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  78. Language learning motivation and approach and avoidance orientations

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  79. Teachers and supervisors negotiating identities during post observation feedback

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  80. Gesture may have a memory enhancing effect in the teaching of sounds in a second language

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

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

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

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

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

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  86. Desire in learning English in the context of tourism

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

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

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

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

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

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  92. 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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  93. Medieval English multilingualisms

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

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  95. Creating multilingual computer models of human language

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

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

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

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

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  100. Measuring grit in language teachers

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