Language teaching research

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  Año 2024, Vol. 28, Número 3

  • Articles

    • Development of second language speech fluency in foreign language classrooms: A longitudinal study

      Keiko Hanzawa

      • Resumen

      págs. 816-838

      

    • Professional development for science and engineering professors offering English-medium instruction

      Eun Gyong Kim, Soo-Ok Kweon, Jeong-Ah Lee, Seonmin Park

      • Resumen

      págs. 839-859

      

    • Oral corrective feedback and learner uptake in L2 classrooms: Non-formulaic vs. formulaic errors

      Leila Gholami

      • Resumen

      págs. 860-893

      

    • Motivational languaging intervention for L2 learners: The differential effect of individual and group writing

      Yoon-Kyoung Kim, Tae Young Kim

      • Resumen

      págs. 894-912

      

    • Researching learners’ perceptions: The use of the repertory grid technique

      Ishamina Athirah Gardiner, Andrew Littlejohn, Sarah Boye

      • Resumen

      págs. 913-930

      

    • Capturing the emotional experiences of English as a foreign language university teachers: A critical perspective

      Eman I. Alzaanin

      • Resumen

      págs. 931-947

      

    • Emic perspectives on young Danish learners’ foreign language classroom anxiety

      Katalin Fenyvesi

      • Resumen

      págs. 948-966

      

    • The effect of textual glosses on L2 vocabulary acquisition: A meta-analysis

      Chao Zhang, Rong Ma

      • Resumen

      págs. 967-986

      

    • Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development

      Mohammad Ahmadi Safa, Fateme Motaghi

      • Resumen

      págs. 987-1010

      

    • Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks

      Ju Zhan, Qiyu Sun, Lawrence Jun Zhang

      • Resumen

      págs. 1011-1032

      

    • Providing vs. receiving peer feedback: Learners’ beliefs and experiences

      Ines A. Martin, Lieselotte Sippel

      • Resumen

      págs. 1033-1054

      

    • Seeing or acting?: The effect of performing gestures on foreign language vocabulary learning

      Ana B. García-Gámez, Óscar Cervilla Sáez, Alba Casado, Pedro Macizo

      • Resumen

      págs. 1055-1086

      

    • The role of proficiency and pair formation method in language-related episodes: A study of young CLIL learners’ interaction

      Francisco Gallardo del Puerto, María Basterrechea Lozano

      • Resumen

      págs. 1087-1105

      

    • Finding the sweet spot: Learners’ productive knowledge of mid-frequency lexical items

      Ben Naismith, Alan Juffs

      • Resumen

      págs. 1106-1142

      

    • Learning academic words through writing sentences and compositions: Any signs of an increase in cognitive load?

      Breno B. Silva, Katarzyna Kutyłowska, Agnieszka Otwinowska

      • Resumen

      págs. 1143-1175

      

    • Impacts of social and emotional learning (SEL) on English learning achievements in Hong Kong secondary schools

      Barry Bai, Bin Shen, Jing Wang

      • Resumen

      págs. 1176-1200

      

    • The interplay of glossing with text difficulty and comprehension levels

      Seyede Faezeh Hosseini Alast, Sasan Baleghizadeh

      • Resumen

      págs. 1201-1230

      

    • Abdominal enhancement techniques for L2 English phoneme pronunciation: Comparing the effectiveness of the techniques for Mandarin and Cantonese speakers

      Michael Yeldham

      • Resumen

      págs. 1231-1254

      

    • From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives

      Lara Bryfonski

      • Resumen

      págs. 1255-1279