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Wei Su. (2023) Investigating student interpreters’ emotional component of aptitude: a mixed method approach. The Interpreter and Translator Trainer 17:1, pages 119-132.
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Amparo Lázaro-Ibarrola & María Ángeles Hidalgo. (2022) Collaborative writing among young EFL learners in a school context: product and process. The Language Learning Journal 0:0, pages 1-16.
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Masatoshi Sato. (2022) Mindsets and language-related problem-solving behaviors during interaction in the classroom. Innovation in Language Learning and Teaching 16:3, pages 265-276.
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Hyejin Cho, YouJin Kim & Seyoung Park. (2022) Comparing students’ responses to synchronous written corrective feedback during individual and collaborative writing tasks. Language Awareness 31:1, pages 1-20.
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Articles from other publishers (2)
Yuanjun Dai & Zhiwei Wu. (2022) Mobile-assisted peer feedback on EFL pronunciation: Outcome effects, interactional processes, and shaping factors. System 111, pages 102953.
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Lili Tian & Yan Jiang. (2021) L2 Proficiency Pairing, Task Type and L1 Use: A Mixed-Methods Study on Optimal Pairing in Dyadic Task-Based Peer Interaction. Frontiers in Psychology 12.
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