Citations (8)
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Rania Qassrawi, Haya Fayyad Abuhussein, Tina Jaber Rafidi & Rula Yousef. (2023) Language intensive exposure in EFL curriculum:Attitudes towards the unlock textbook series at Birzeit University as a case study. Cogent Education 10:1.
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Denise Bergström, Cathrine Norberg & Marie Nordlund. (2023) “The Text Comes First” – Principles Guiding EFL Materials Developers’ Vocabulary Content Decisions. Scandinavian Journal of Educational Research 67:1, pages 154-168.
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Denise Bergström, Cathrine Norberg & Marie Nordlund. (2022) Do textbooks support incidental vocabulary learning? – a corpus-based study of Swedish intermediate EFL materials. Education Inquiry 0:0, pages 1-19.
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Articles from other publishers (5)
Joseph P Vitta. (2021) The Functions and Features of ELT Textbooks and Textbook Analysis: A Concise Review. RELC Journal 54:3, pages 856-863.
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Pablo Robles-García, Jeffrey Stewart, Christopher Nicklin, Joseph P. Vitta, Stuart McLean & Brandon Kramer. (2023) ‘The wisdom of crowds’: When teacher judgments outperform word-frequency as a predictor of students’ vocabulary knowledge. Language Teaching Research.
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Mei Peng, Yangyang Shi & Ping Zhang. (2023) ELT coursebooks for primary school learners. Language Teaching for Young Learners 5:1, pages 59-84.
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Marijana Prodanović & Valentina Gavranović. (2022) A Comparative Analysis of EFL Textbooks Used in the Third Grade Primary School. Društvene i humanističke studije (Online) 7:1(18), pages 183-200.
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Benjamín Cárcamo Morales. (2019) Readability and types of questions in Chilean EFL high school textbooks. TESOL Journal 11:2.
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