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Move Analysis of Results-Discussion Chapters in TESOL Master's Theses Written by Vietnamese Students.
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- 3L: Southeast Asian Journal of English Language Studies, 2015, v. 21, n. 2, p. 1, doi. 10.17576/3L-2015-2102-01
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- Article
The Baby's Not for Burning: The Abject in Sarah Kane's Blasted and Helen Oyeyemi's Juniper's Whitening.
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- 3L: Southeast Asian Journal of English Language Studies, 2015, v. 21, n. 2, p. 17
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- Article
Effectiveness of Morphemic Analysis of Graeco-Latin Word Parts as a Vocabulary Learning Strategy among ESL Learners.
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- 3L: Southeast Asian Journal of English Language Studies, 2015, v. 21, n. 2, p. 31, doi. 10.17576/3L-2015-2102-03
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- Article
Effects of Visualisation and Advance Organisers in Reading Multimedia-Based Texts.
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- 3L: Southeast Asian Journal of English Language Studies, 2015, v. 21, n. 2, p. 47, doi. 10.17576/3L-2015-2102-04
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- Article
Investigation into Learning Strategies and Delexical Verb Use by Thai EFL Learners.
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- 3L: Southeast Asian Journal of English Language Studies, 2015, v. 21, n. 2, p. 63, doi. 10.17576/3L-2015-2102-05
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- Article
C-Smile, COCA, and BNC: A Focus on Amplifiers and Adjective Collocations.
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- 3L: Southeast Asian Journal of English Language Studies, 2015, v. 21, n. 2, p. 73, doi. 10.17576/3L-2015-2102-06
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- Article
Interpolating South Asian Spaces and Transnational Habitation in Tanuja Desai Hidier's Born Confused.
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- 3L: Southeast Asian Journal of English Language Studies, 2015, v. 21, n. 2, p. 89, doi. 10.17576/3L-2015-2102-07
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- Article
Foreigner and Foreign in English-language Newspapers in Malaysia: A Frame-semantic Approach.
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- 3L: Southeast Asian Journal of English Language Studies, 2015, v. 21, n. 2, p. 103, doi. 10.17576/3L-2015-2102-08
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- Article
Explaining L2 Writing Performance through a Chain of Predictors: A SEM Approach.
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- 3L: Southeast Asian Journal of English Language Studies, 2015, v. 21, n. 2, p. 115, doi. 10.17576/3L-2015-2102-09
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- Article
Psychoanalytic Perspective of Trauma in John Barth's The Development: Nine Stories.
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- 3L: Southeast Asian Journal of English Language Studies, 2015, v. 21, n. 2, p. 131, doi. 10.17576/3L-2015-2102-10
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- Article