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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. Reconceptualizing authenticity in TESOL

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

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

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

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

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  17. Understanding how a blog can be motivational

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

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

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

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

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  22. Who benefits from the Seal of Biliteracy?

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  23. Understanding why students make mistakes in the use of the definite article

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  24. A Bayesian approach to measuring evidence in L2 research: An empirical investigation

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  25. Interviewers’ contributions shape interviewees’ responses across participant and across time

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  26. Multiple regression in L2 research

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  27. How the media discuss Brexit and language learning

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

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

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

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

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

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

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

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  35. To what extent do second language learners develop nativelike use of sequences of words in writing?

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  36. Learning sounds in a second language involves acquiring generalizable features

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  37. Repeated encounters with collocations during reading facilitate the development of implicit knowledge

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  38. New tasks shed light on children’s knowledge of the sounds in words

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  39. Testing children’s understanding of language: How well they do depends on how we test it

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  40. Bilingual children with better attention know more words

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  41. The first days of learning new words and grammar

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  42. Gesture and vocabulary learning in a second language

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  43. Are languages with many vowel sounds particularly hard to learn?

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  44. Does the age when bilingualism starts influence how well immigrants maintain their first language?

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  45. Comparison of pair and group tasks’ influence on vocabulary learning

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  46. Boosting learners’ self-confidence, enjoyment, and willingness to interact in the language classroom

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

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

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

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

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

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

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

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  54. Foreign language anxiety and performance

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  55. Working against native-speakerism in English teacher training

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

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

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

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  59. Explaining achievement in L2 English by modelling motivational processes

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

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

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  62. Key features for successful second language speech

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

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

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

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

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

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  68. The interaction between cognitive individual differences and feedback type

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

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

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

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

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  73. Exploring moral values and behavior in ESOL

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  74. Does it matter how often we practise grammar?

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

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

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

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  78. First language skills and second language learning achievement

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  79. Does the source of linguistic scaffolding matter for grammar learning?

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

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  81. The effect of international accents on listening comprehension tests

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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