Language awareness

• 

  Año 2024, Vol. 33, Número 3

  • Editor's Pick

    • What do students in human resource management know about accent bias?

      Pavel Trofimovich, Anamaria Bodea, Thao-Nguyen Nina Le, Mary Grantham O’brien, Masako Shimada, Cesar Teló

      • Resumen

      págs. 447-467

      

  • Research Articles

    • Translanguaging dynamics in the digital landscape: insights from a social media corpus

      Hülya Mısır, Hale Işik-Güler

      • Resumen

      págs. 468-487

      

    • Investigating critical language awareness pedagogy in China: a case study of a Chinese university EFL teacher

      Chenggang Liang, Shulin Yu

      • Resumen

      págs. 488-506

      

    • Teacher cognition about intercultural communicative competence (ICC): a comparative study of English-major and German-major pre-service teachers in China

      Xiao Zhang, Xiaoli Su, Christiane Lütge

      • Resumen

      págs. 507-527

      

    • Raising learner awareness of L2 writing spaces: supporting researchers, teachers, and learners through system mapping

      Gary G Fogal

      • Resumen

      págs. 528-549

      

    • Conceptualizing Students’ Language Awareness across Educational Levels in the Context of Plurilingual Education: Within- and Cross-Case Findings from Grades 1, 7 and 11

      Petra Daryai-Hansen, Natascha Drachmann, Line Krogager Andersen

      • Resumen

      págs. 550-569

      

    • Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance

      Mark Feng Teng, Lawrence Jun Zhang

      • Resumen

      págs. 570-596

      

    • Developing a reading proficiency scale for Chinese as a second language: a confirmatory factor analysis approach

      Jia Lin

      • Resumen

      págs. 597-624

      

    • Using the third-person singular pronoun they in academic writing: perspectives from English language teachers in Philippine universities

      Veronico N. Tarrayo

      • Resumen

      págs. 625-648

      

    • Immediate vs. delayed prompts, individual differences in working memory, and L2 development

      Ehsan Rassaei

      • Resumen

      págs. 649-672