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Angelica Galante, L. F. Zeaiter, J.W.N. dela Cruz, N. Massoud, L. Lee, J. Aronson, D. S. A. de Oliveira & J. A. Teodoro-Torres. (2023) Digital plurilingual pedagogies in foreign language classes: empowering language learners to speak in the target language. The Language Learning Journal 51:4, pages 523-543.
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Xiangdong Li. (2018) Language enhancement for translation undergraduates: an evaluation of students’ reactions to and effectiveness of a comparable and parallel text analysis course. Journal of Multilingual and Multicultural Development 39:6, pages 475-490.
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Articles from other publishers (14)
Khelalfa Nawal & Kellil Mountassar-Billah. (2023) Reconsidering the Use of L1 in the Algerian EFL Classroom. SAGE Open 13:3.
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Henrik Gyllstad, Pia Sundqvist, Erica Sandlund & Marie Källkvist. (2022) Effects of Word Definitions on Meaning Recall: A Multisite Intervention in Language‐Diverse Second Language English Classrooms. Language Learning 73:2, pages 403-444.
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Ali Khoshnood & Reza Kafipour. (2023) The Effect of Mother Tongue Translation on Iranian Extroverted and Introverted EFL Learners’ Vocabulary Learning. Education Research International 2023, pages 1-10.
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John Wayne N. dela Cruz. 2023. Handbook of Multilingual TESOL in Practice. Handbook of Multilingual TESOL in Practice
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Selin MAVİLİ & Günizi KARTAL. (2022) Technology Integration Designed to Scaffold 5th Graders in Task-Based Language TeachingGörev Temelli Dil Öğretiminde Beşinci Sınıf Öğrencilerini Desteklemek için Tasarlanmış Teknoloji Entegrasyonu. Mersin Üniversitesi Eğitim Fakültesi Dergisi 18:3, pages 301-320.
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Jie Wang & Yen Na Yum. (2022) Learning specialized vocabulary in the second language: Does transfer from the first language help?. Language Teaching Research, pages 136216882210967.
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Kasin Janjaroongpak. (2022) English Business Vocabulary Dual Meaning Perception in Early ESP Learners. English Business Vocabulary Dual Meaning Perception in Early ESP Learners.
Paweł Szudarski & Sylwia Mikołajczak. (2022) Proficiency, language of assessment, and attention to meaning and form during L2 comprehension: Methodological considerations in L2 replication research. Studies in Second Language Acquisition, pages 1-13.
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Marco Cancino & Samantha Mera. (2022) ASSESSING THE IMPACT OF TEACHER L2 USE ON LEARNER SELF-EFFICACY PERCEPTIONS: THE CASE OF CHILEAN ELEMENTARY EFL LEARNERS. TEFLIN Journal: A publication on the teaching and learning of English 33:1, pages 27.
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Yi Wei. (2021) Enhancing Teacher–Student Interaction and Students' Engagement in a Flipped Translation Classroom. Frontiers in Psychology 12.
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Hanneke Leeuwestein, Marie Barking, Hande Sodacı, Ora Oudgenoeg‐Paz, Josje Verhagen, Paul Vogt, Rian Aarts, Sybren Spit, Mirjam de Haas, Jan de Wit & Paul Leseman. (2020)
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Jiangshan An, Ernesto Macaro & Ann Childs. 2021. Teaching, Learning and Scaffolding in CLIL Science Classrooms. Teaching, Learning and Scaffolding in CLIL Science Classrooms
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Victoria Abou-Khalil, Samar Helou, Brendan Flanagan, Mei-Rong Alice Chen & Hiroaki Ogata. (2019) Learning isolated polysemous words: identifying the intended meaning of language learners in informal ubiquitous language learning environments. Smart Learning Environments 6:1.
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Jiangshan An, Ernesto Macaro & Ann Childs. (2019) Language focused episodes by monolingual teachers in English Medium Instruction science lessons. Journal of Immersion and Content-Based Language Education 7:2, pages 166-191.
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