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

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

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  3. The interaction between cognitive individual differences and feedback type

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

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

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

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

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  8. Exploring moral values and behavior in ESOL

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  9. Does it matter how often we practise grammar?

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

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

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

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

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  14. First language skills and second language learning achievement

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  15. The effect of international accents on listening comprehension tests

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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  36. Understanding language teacher leadership from the learners’ perspective

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  37. Most effective ways of teaching L2 requests

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

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

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

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  41. Reconceptualizing authenticity in TESOL

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

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

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

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  45. Videoconferencing languages in rural schools

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

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  47. How to select vocabulary for more effective language teaching

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

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

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

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  51. Acquiring and maintaining a heritage language across the lifespan

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

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

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

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

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

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

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

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

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

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  61. How do learners collaborate on wiki writing tasks?

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

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

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

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

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

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

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  68. Examining linguistic features of collaborative and noncollaborative peer interactions

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

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

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

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

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  73. Losing and regaining a childhood language

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  74. How do language and culture shape the use of gestures and words by toddlers?

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  75. Instruction helps second language pronunciation but this depends on the measures used

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  76. Making features more noticeable: To what extent does it facilitate L2 grammar learning?

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  77. How learners cope with ambiguity in foreign language vocabulary learning

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  78. To what extent does long-term foreign language education improve spoken second language vocabulary proficiency?

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  79. Understanding how a blog can be motivational

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  80. Which methods of vocabulary learning are most effective with beginner learners?

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  81. In search of the desirable caption display for L2 learners with different caption reliance

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  82. Comparing classroom-based interaction studies in physical and virtual contexts

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  83. What do 49 studies tell us about the effectiveness of grammar teaching?

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  84. What happens when Japanese language learners take a course entirely in a 3D virtual world?

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  85. How useful is repeated exposure to words for vocabulary learning?

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  86. Who benefits from the Seal of Biliteracy?

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  87. Minority language bilinguals have advantages in learning a new language

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  88. Developing a text editor to help writers with academic English vocabulary

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  89. Teaching reading to beginner learners of French in secondary school

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  90. Tracking progress in beginner language learners' ability to sound out new words

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  91. The effects of phonics instruction on primary school learners’ French reading aloud

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  92. Using tailored input-based instruction to improve second language oral production

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  93. How do the other people in language classes influence how queer learners manage their identities?

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  94. The effect of perception of teacher characteristics on Spanish EFL Learners’ Anxiety and Enjoyment

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  95. Do classroom learners of Mandarin Chinese improve in their speech perception?

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  96. How do age and learning conditions influence second language learning?

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  97. Vocabulary size in secondary school

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  98. How vocabulary knowledge contributes to proficiency in the four skills

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  99. A review of current research on second language vocabulary learning

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  100. How do Chinese master’s students of different writing proficiency levels construct opposition relations in their writing?

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