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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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