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An Investigation into the Impact of Language Learning Strategy Instruction on the Less Successful Iranian EFL Learners’ L2 Achievement
Hassan Soodmand Afshar *, Mahsa Bayat
Abstract - Full Text (PDF)
Using Story Retelling to Improve Young Learners’ L2 Reading Comprehension
Nguyen Ngoc Vu *, Pham Thi Ngoc Lan, Nguyen Thi Hong Lien
Abstract - Full Text (PDF)
A Tale of Three Official English Textbooks: An Evaluation of Their Horizontal and Vertical Alignments
Abdollah Amiri, Reza Rezvani *
Abstract - Full Text (PDF)
Written Corrective Feedback Beliefs and Practices in Thai as a Foreign Language Context: A Perspective from Experienced Teachers
Watcharapol Wiboolyasarin *
Abstract - Full Text (PDF)
Identifying and Informing Novice Iranian English Language Teachers’ Classroom Decision Making and Pedagogical Reasoning Regarding Managerial Mode
Mohammad Khatib, Abdulbaset Saeedian *
Abstract - Full Text (PDF)
Telecollaborative Writing within an Algerian EFL Context: Insights from the Ibunka2019 Project
Boudjemaa Dendenne *
Abstract - Full Text (PDF)
EFL Writing at Thai Secondary Schools: Teachers and Students’ Views, Difficulties and Expectations
Thi Thuy Loan Nguyen *, Suriyawuth Suwannabubpha
Abstract - Full Text (PDF)
The Interplay of Action, Context, and Linguistic vs. Non-linguistic Resources in L2 Pragmatic Performance: The Case of Requests and Refusals
Ali Malmir *, Niloofar Taji
Abstract - Full Text (PDF)
Textbook Mediation in EFL University Students’ Learning
Huong Hoai Pham Le *
Abstract - Full Text (PDF)
Exploring Iranian Teachers’ Perceptions of Classroom Justice and Its Dimensions in EFL Instructional Contexts
Masoomeh Estaji *, Kiyana Zhaleh
Abstract - Full Text (PDF)
Strategy-Based Teaching in ELT: A Meta-Analysis
Esmaeel Saeedy Robat, Hossein Khodabakhshzadeh *, Hamid Ashraf, Majid Elahi Shirvan
Abstract - Full Text (PDF)
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An Investigation into the Impact of Language Learning Strategy Instruction on the Less Successful Iranian EFL Learners’ L2 AchievementHassan Soodmand Afshar *, Mahsa Bayat
Abstract - Full Text (PDF)
Using Story Retelling to Improve Young Learners’ L2 Reading ComprehensionNguyen Ngoc Vu *, Pham Thi Ngoc Lan, Nguyen Thi Hong Lien
Abstract - Full Text (PDF)
A Tale of Three Official English Textbooks: An Evaluation of Their Horizontal and Vertical AlignmentsAbdollah Amiri, Reza Rezvani *
Abstract - Full Text (PDF)
Written Corrective Feedback Beliefs and Practices in Thai as a Foreign Language Context: A Perspective from Experienced TeachersWatcharapol Wiboolyasarin *
Abstract - Full Text (PDF)
Identifying and Informing Novice Iranian English Language Teachers’ Classroom Decision Making and Pedagogical Reasoning Regarding Managerial ModeMohammad Khatib, Abdulbaset Saeedian *
Abstract - Full Text (PDF)
Telecollaborative Writing within an Algerian EFL Context: Insights from the Ibunka2019 ProjectBoudjemaa Dendenne *
Abstract - Full Text (PDF)
EFL Writing at Thai Secondary Schools: Teachers and Students’ Views, Difficulties and ExpectationsThi Thuy Loan Nguyen *, Suriyawuth Suwannabubpha
Abstract - Full Text (PDF)
The Interplay of Action, Context, and Linguistic vs. Non-linguistic Resources in L2 Pragmatic Performance: The Case of Requests and RefusalsAli Malmir *, Niloofar Taji
Abstract - Full Text (PDF)
Textbook Mediation in EFL University Students’ LearningHuong Hoai Pham Le *
Abstract - Full Text (PDF)
Exploring Iranian Teachers’ Perceptions of Classroom Justice and Its Dimensions in EFL Instructional ContextsMasoomeh Estaji *, Kiyana Zhaleh
Abstract - Full Text (PDF)
Strategy-Based Teaching in ELT: A Meta-AnalysisEsmaeel Saeedy Robat, Hossein Khodabakhshzadeh *, Hamid Ashraf, Majid Elahi Shirvan
Abstract - Full Text (PDF)