Works matching IS 00398322 AND DT 2023 AND VI 57 AND IP 2
Results: 22
English‐Medium Instruction Practices in Higher Education: International Perspectives.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 728, doi. 10.1002/tesq.3225
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- Article
Teacher Well‐Being in English Language Teaching: An Ecological Approach.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 725, doi. 10.1002/tesq.3223
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Critical Thinking.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 722, doi. 10.1002/tesq.3221
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Bias, Discrimination, and the Social Consequences of Unproblematized Assessments in TESOL.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 716, doi. 10.1002/tesq.3219
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- Article
Digital Language Learning: A Sociocultural Theory Perspective.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 702, doi. 10.1002/tesq.3218
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Member‐Checking through Diagrammatic Elicitation: Constructing Meaning with Participants.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 686, doi. 10.1002/tesq.3210
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- Article
Facilitating Students' Learning of a Target Construction Through Teacher Interactional Resources in EFL Kindergarten Classrooms.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 656, doi. 10.1002/tesq.3209
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- Article
Aligning English Language Proficiency Assessments to Standards: Conceptual and Technical Issues.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 670, doi. 10.1002/tesq.3199
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- Article
To Correct or Not: The Role of L1 Fluency in Understanding and Measuring L2 Fluency.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 643, doi. 10.1002/tesq.3198
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- Article
Differences in the Intensity and the Nature of Foreign Language Anxiety in In‐person and Online EFL Classes during the Pandemic: A Mixed‐Methods Study.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 618, doi. 10.1002/tesq.3177
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- Article
How Does the Test Modality of Weekly Quizzes Influence Learning the Spoken Forms of Second Language Vocabulary?
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 595, doi. 10.1002/tesq.3176
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Implementing Learning‐Oriented Assessment (LOA) Among Limited‐Proficiency EFL Students: Challenges, Strategies, and Students' Reactions.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 566, doi. 10.1002/tesq.3167
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- Article
A Network Analysis of L2 Motivational Factors: Structure, Connectivity, and Central Relational Links.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 537, doi. 10.1002/tesq.3166
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- Article
"The Best Way to Learn a Language is Not to Learn it!": Hedonism and Insights Into Successful EFL Learners' Experiences in Engagement With Spoken (Listening) and Written (Reading) Input.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 511, doi. 10.1002/tesq.3165
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Examining space, silence, and agency in language socialization of an international student in the EAP and mainstream courses.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 480, doi. 10.1002/tesq.3164
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- Article
Silence behind the Veil: An Exploratory Investigation into the Reticence of Female Saudi Arabian Learners of English.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 456, doi. 10.1002/tesq.3163
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- Article
"I am Kichwa": The Funds of Identity of an Indigenous Ecuadoran NNES Teacher.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 433, doi. 10.1002/tesq.3162
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Issue Information.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 319, doi. 10.1002/tesq.3158
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- Article
Engaging Teachers in Genre‐Based Pedagogy for Writing Arguments: A Case Study of Shifts in Practice and Understanding.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 402, doi. 10.1002/tesq.3156
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Narratives and Negotiations of Identity in Japan and Criticality in (English) Language Education: (Dis)Connections and Implications.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 375, doi. 10.1002/tesq.3150
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- Article
Agency in Constrained Spaces: How English Learners and their Teachers Negotiate the Power of High‐stakes Exams.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 351, doi. 10.1002/tesq.3149
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- Article
Exploring Singlish as a Pedagogical Resource in the ELT Classroom: Implementing Bidialectal Pedagogy in Singapore.
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- TESOL Quarterly, 2023, v. 57, n. 2, p. 323, doi. 10.1002/tesq.3148
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- Article