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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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