"Don't, never no": Negotiating meaning in ESL among hearing/speaking-impaired netizens.
- Published in:
- English Language Teaching Educational Journal, 2022, v. 5, n. 1, p. 75, doi. 10.12928/eltej.v5i1.5131
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- Publication type:
- Article
Works matching IS 26216485 AND DT 2022 AND VI 5 AND IP 1
Results: 6
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Collaborative learning and classroom engagement: A pedagogical experience in an EFL Chilean context.
- Published in:
- English Language Teaching Educational Journal, 2022, v. 5, n. 1, p. 60, doi. 10.12928/eltej.v5i1.5822
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- Publication type:
- Article
3
Comparing the effectiveness of explicit EAL feedback through slideshow (text+audio) and captioned video.
- Published in:
- English Language Teaching Educational Journal, 2022, v. 5, n. 1, p. 48, doi. 10.12928/eltej.v5i1.5779
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- Article
4
EFL Learners' Preference for Corrective Feedback Strategies in Relation to Their Self-Perceived Levels of Proficiency.
- Published in:
- English Language Teaching Educational Journal, 2022, v. 5, n. 1, p. 32, doi. 10.12928/eltej.v5i1.4403
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- Publication type:
- Article
5
Psychosocial learning environments: EFL learners' voices during a pandemic.
- Published in:
- English Language Teaching Educational Journal, 2022, v. 5, n. 1, p. 16, doi. 10.12928/eltej.v5i1.5770
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- Publication type:
- Article
6
How EFL teachers perceive and self-evaluate the knowledge components in forming Technological Pedagogical Content Knowledge (TPACK).
- Published in:
- English Language Teaching Educational Journal, 2022, v. 5, n. 1, p. 1, doi. 10.12928/eltej.v5i1.5914
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- Publication type:
- Article