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

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  2. Teaching: The original profession?

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

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

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  5. 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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  6. Language and ‘conflicted heritage’: Implications for teaching and learning

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  7. Foreign language anxiety and performance

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  8. Does direct and indirect error correction help English foreign language learners write more accurate texts in the short-term and in the long-term?

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  9. Are teachers aware of how they correct their students?

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  10. A corpus analysis of determiner usage in English quantificational expressions

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  11. Using visual and audio information to recognize sounds in a foreign language

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  12. Language teaching and learning in the public library: A positive orientation to linguistic difference

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  13. The relationship between strategies, knowledge sources, and success in deriving the meaning of new words from context

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  14. Learning English outside the classroom: which words are easy or difficult to learn?

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  15. Reframing science activity in the sheltered classroom

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  16. Learning motivation of students of Korean as a foreign language

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  17. The effectiveness of Duolingo as a language learning application

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  18. Textbook vocabulary influence on proficiency development

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  19. First language predictors of second language comprehension in different modalities

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  20. At-risk ESL students’ task-based learning in the 3D virtual environment

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  21. Is a lost language completely lost?

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  22. Learning vocabulary while doing extensive reading

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  23. What is the correct way to correct?

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  24. English learner instruction at the center: A modified teacher valuation protocol

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  25. Pedagogical mentoring in virtual exchange

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

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

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

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

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

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  31. The relationship between grammar teaching approach and learner outcomes

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

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

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  34. Challenges of comparing language production across different corpora

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

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

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

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

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

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

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

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

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  43. Foreign language anxiety and performance

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  44. Working against native-speakerism in English teacher training

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

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

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

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  48. Explaining achievement in L2 English by modelling motivational processes

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

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

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  51. Key features for successful second language speech

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

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

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

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  55. The interaction between cognitive individual differences and feedback type

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

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

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

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

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  60. Exploring moral values and behavior in ESOL

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  61. Does it matter how often we practise grammar?

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

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

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

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

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  66. First language skills and second language learning achievement

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  67. The effect of international accents on listening comprehension tests

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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  88. Understanding language teacher leadership from the learners’ perspective

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  89. Most effective ways of teaching L2 requests

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

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

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

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  93. Reconceptualizing authenticity in TESOL

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

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

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

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  97. Videoconferencing languages in rural schools

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

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  99. How to select vocabulary for more effective language teaching

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

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