The Language Learning Journal, Volume 51, Issue 3 (2023)

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The Language Learning Journal, Volume 51, Issue 3 (2023)

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Vol 52, 2024 Volume 51, 2023 Vol 50, 2022 Vol 49, 2021 Vol 48, 2020 Vol 47, 2019 Vol 46, 2018 Vol 45, 2017 Vol 44, 2016 Vol 43, 2015 Vol 42, 2014 Vol 41, 2013 Vol 40, 2012 Vol 39, 2011 Vol 38, 2010 Vol 37, 2009 Vol 36, 2008 Vol 35, 2007 Vol 34, 2006 Vol 33, 2006 Vol 32, 2005 Vol 31, 2005 Vol 30, 2004 Vol 29, 2004 Vol 28, 2003 Vol 27, 2003 Vol 26, 2002 Vol 25, 2002 Vol 24, 2001 Vol 23, 2001 Vol 22, 2000 Vol 21, 2000 Vol 20, 1999 Vol 19, 1999 Vol 18, 1998 Vol 17, 1998 Vol 16, 1997 Vol 15, 1997 Vol 14, 1996 Vol 13, 1996 Vol 12, 1995 Vol 11, 1995 Vol 10, 1994 Vol 9, 1994 Vol 8, 1993 Vol 7, 1993 Vol 6, 1992 Vol 5, 1992 Vol 4, 1991 Vol 3, 1991 Vol 2, 1990 Vol 1, 1990
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Articles

Article
Code-switching in Chinese junior secondary school EFL classes: functions and student preferences
Xuejun Ye
Pages: 263-278
Published online: 30 Nov 2021
AbstractforCode-switching in Chinese junior secondary school EFL classes: functions and student preferences | Full Text | References | PDF (1.2 MB) | EPUB
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Article
‘I realised I only knew the word partly’: student beliefs about vocabulary knowledge and learning in different grades and proficiency levels
Edsoulla Chung & Daniel Fung
Pages: 279-297
Published online: 17 Jan 2022
Abstractfor‘I realised I only knew the word partly’: student beliefs about vocabulary knowledge and learning in different grades and proficiency levels | Full Text | References | PDF (1.5 MB) | EPUB
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Article
Key Factors in the successful implementation of Chinese language courses in upper secondary schools: a case study from the Czech Republic
Kateřina Šamajová & Michaela Zahradníková
Pages: 298-311
Published online: 03 Feb 2022
AbstractforKey Factors in the successful implementation of Chinese language courses in upper secondary schools: a case study from the Czech Republic | Full Text | References | PDF (1.3 MB) | EPUB
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Article
‘I worry about getting it wrong and looking like a silly billy’: does explicit classroom-based strategy intervention change pupils’ attitudes towards speaking in the modern foreign languages classroom?
Nicholas Philip Thompson & Trevor Mutton
Pages: 312-327
Published online: 03 Feb 2022
Abstractfor‘I worry about getting it wrong and looking like a silly billy’: does explicit classroom-based strategy intervention change pupils’ attitudes towards speaking in the modern foreign languages classroom? | Full Text | References | PDF (1.5 MB) | EPUB
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Article
Attitudes to the use of Google Translate for L2 production: analysis of chatroom discussions among UK secondary school students
Alison Organ
Pages: 328-343
Published online: 17 Jan 2022
AbstractforAttitudes to the use of Google Translate for L2 production: analysis of chatroom discussions among UK secondary school students | Full Text | References | PDF (1.4 MB) | EPUB
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Article
Constructive alignment in foreign language curricula: an exploration of teaching and assessment practices in Dutch secondary education
Charline Rouffet, Catherine van Beuningen & Rick de Graaff
Pages: 344-358
Published online: 09 Feb 2022
AbstractforConstructive alignment in foreign language curricula: an exploration of teaching and assessment practices in Dutch secondary education | Full Text | References | PDF (1.4 MB) | EPUB
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Open Access
Article
Examining the differential effects of focused vs. unfocused ZPD and explicit feedback on second language writing
Reza Shalizar & Amir Rezaei
Pages: 359-375
Published online: 17 Mar 2022
AbstractforExamining the differential effects of focused vs. unfocused ZPD and explicit feedback on second language writing | Full Text | References | PDF (1.4 MB) | EPUB
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Article
The role of spoken vocabulary knowledge in second language speaking proficiency
Takumi Uchihara & Jon Clenton
Pages: 376-393
Published online: 06 Jun 2022
AbstractforThe role of spoken vocabulary knowledge in second language speaking proficiency | Full Text | References | PDF (1.8 MB) | EPUB | Supplemental
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