Unpacking the complexities of teacher identity: Narratives of two Chinese teachers of English in China
págs. 579-597
Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English
págs. 598-616
Evaluating lists of high-frequency words: Teachers’ and learners’ perspectives
págs. 617-641
Language teachers’ reported first and second language use: A comparative contextualized study of England and Spain
págs. 642-670
The role of working memory in blocked and interleaved grammar practice: Proceduralization of L2 syntax
págs. 671-695
The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis
págs. 696-725
Target language use of Dutch EFL student teachers: Three longitudinal case studies
Marjon Tammenga-Helmantel, Liza Mossing Holsteijn, Jasmijn Bloemert
págs. 726-754
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