Works matching IS 13621688 AND DT 2023 AND VI 27 AND IP 3

Results: 13

More than meets the ear: Individual differences in trait and state willingness to communicate as predictors of language learning performance in a Chinese EFL context.

Published in:

Language Teaching Research, 2023, v. 27, n. 3, p. 593, doi. 10.1177/1362168820951931

By:

Zhang, Jiayi;
Beckmann, Nadin;
Beckmann, Jens F.

Publication type:

Article

Incorporating project-based language learning into distance learning: Creating a homepage during computer-mediated learning sessions.

Published in:

Language Teaching Research, 2023, v. 27, n. 3, p. 621, doi. 10.1177/1362168820954454

By:

Kato, Fumie;
Spring, Ryan;
Mori, Chikako

Publication type:

Article

Why only feedback? Including feed up and feed forward improves non-linguistic aspects of L2 writing.

Published in:

Language Teaching Research, 2023, v. 27, n. 3, p. 575, doi. 10.1177/1362168820960725

By:

Zarrinabadi, Nourollah;
Rezazadeh, Mohsen

Publication type:

Article

Notes on Contributors.

Published in:: Language Teaching Research, 2023, v. 27, n. 3, p. 487, doi. 10.1177/13621688231164560
Publication type:: Article

The complexity of control shift for learner autonomy: A mixed-method case study of Chinese EFL teachers' practice and cognition.

Published in:

Language Teaching Research, 2023, v. 27, n. 3, p. 518, doi. 10.1177/1362168820957922

By:

Wang, Yi;
Ryan, Jonathon

Publication type:

Article

Language mindsets, perceived instrumentality, engagement and graded performance in English as a foreign language students.

Published in:

Language Teaching Research, 2023, v. 27, n. 3, p. 544, doi. 10.1177/1362168820958400

By:

Eren, Altay;
Rakıcıoğlu-Söylemez, Anıl

Publication type:

Article

Spanish teachers' beliefs on the usefulness of pronunciation knowledge, skills, and activities and their confidence in implementing them.

Published in:

Language Teaching Research, 2023, v. 27, n. 3, p. 491, doi. 10.1177/1362168820957037

By:

Nagle, Charles;
Sachs, Rebecca;
Zárate-Sández, Germán

Publication type:

Article

Direct and indirect data-driven learning: An experimental study of hedging in an EFL writing class.

Published in:

Language Teaching Research, 2023, v. 27, n. 3, p. 660, doi. 10.1177/1362168820954459

By:

Sun, Xiaoya;
Hu, Guangwei

Publication type:

Article

Synchronous VCMC with TalkAbroad : Exploring noticing, transcription, and learner perceptions in Spanish foreign-language pedagogy.

Published in:

Language Teaching Research, 2023, v. 27, n. 3, p. 642, doi. 10.1177/1362168820954456

By:

Kessler, Matt;
Loewen, Shawn;
Trego, Daniel

Publication type:

Article

Exploring peer feedback processes and peer feedback meta-dialogues with learners of academic and business English.

Published in:

Language Teaching Research, 2023, v. 27, n. 3, p. 746, doi. 10.1177/1362168820952222

By:

Banister, Chris

Publication type:

Article

EFL learners' peer negotiated feedback, revision outcomes, and short-term writing development: The effect of patterns of interaction.

Published in:

Language Teaching Research, 2023, v. 27, n. 3, p. 689, doi. 10.1177/1362168820951207

By:

Tajabadi, Azar;
Ahmadian, Moussa;
Dowlatabadi, Hamidreza;
Yazdani, Hooshang

Publication type:

Article

Co-constructing the assessment criteria for EFL writing by instructors and students: A participative approach to constructively aligning the CEFR, curricula, teaching and learning.

Published in:

Language Teaching Research, 2023, v. 27, n. 3, p. 765, doi. 10.1177/1362168820948458

By:

Zhao, Huahui;
Zhao, Beibei

Publication type:

Article

Implementing explicit pronunciation instruction: The case of a nonnative English-speaking teacher.

Published in:

Language Teaching Research, 2023, v. 27, n. 3, p. 718, doi. 10.1177/1362168820941991

By:

Gordon, Joshua

Publication type:

Article