Citations (8)
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Robert Woore. (2018) Learners’ pronunciations of familiar and unfamiliar French words: what can they tell us about phonological decoding in an L2?. The Language Learning Journal 46:4, pages 456-469.
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Suzanne Graham & Ernesto Macaro. (2007) Designing Year 12 strategy training in listening and writing: from theory to practice. The Language Learning Journal 35:2, pages 153-173.
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Articles from other publishers (6)
Léonard P. Rivard & Ndeye R. Gueye. (2023) Syntactic complexity and connector use in the summary writing of L1 and L2 Canadian students. Journal of French Language Studies, pages 1-30.
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Yvette Coyle, Josefa Cánovas Guirao & Julio Roca de Larios. (2018) Identifying the trajectories of young EFL learners across multi-stage writing and feedback processing tasks with model texts. Journal of Second Language Writing 42, pages 25-43.
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Yvette Coyle & Julio Roca de Larios. (2013) EXPLORING THE ROLE PLAYED BY ERROR CORRECTION AND MODELS ON CHILDREN’S REPORTED NOTICING AND OUTPUT PRODUCTION IN A L2 WRITING TASK. Studies in Second Language Acquisition 36:3, pages 451-485.
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Ernesto Macaro. 2014. Task-Based Language Learning – Insights from and for L2 Writing. Task-Based Language Learning – Insights from and for L2 Writing
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LYNN ERLER & ERNESTO MACARO. (2011) Decoding Ability in French as a Foreign Language and Language Learning Motivation. The Modern Language Journal 95:4, pages 496-518.
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Ernesto Macaro. (2008) Applied Linguistics Group at the University of Oxford. Language Teaching 41:1, pages 131-134.
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