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

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

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

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

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

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  6. Can meditation improve language learning?

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  7. Diagnosing pronunciation errors for Arabic learners of English

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

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

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

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

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

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

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

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

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

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  18. Teaching formulaic sequences through motivational strategies and mental imagery

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

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

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

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

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

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

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

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

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

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

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

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

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  31. Language learning motivation and approach and avoidance orientations

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  32. Teachers and supervisors negotiating identities during post observation feedback

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

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

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

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

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

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

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  39. Desire in learning English in the context of tourism

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

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

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

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

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

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  45. 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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  46. Medieval English multilingualisms

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

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  48. Creating multilingual computer models of human language

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

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

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

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

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  53. Measuring grit in language teachers

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

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

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

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

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

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

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

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

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  62. Mastering a second language without forgetting your first

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  63. 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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  64. 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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  65. Individual differences in complexity of first language writing are associated with complexity of second language writing

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

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

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  68. The pedagogical affordances of matter in English language teaching

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

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

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

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  72. Eliciting and measuring second language metaphoric competence

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  73. Figured worlds in digital storytelling and transnational communications

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

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

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

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

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

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  79. 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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  80. Practical ideas for developing a more intentional language teacher identity

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  81. Explicit instruction in L2 collocations

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

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

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

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  85. Aspects of fluency across levels of proficiency

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

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

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

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

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

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

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  92. How motives adapt and compete for language learning

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

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

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

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

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  97. What does it mean to know a word?

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

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  99. Testing vocabulary knowledge

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

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