| 期 |
标题 |
文件 |
| 卷 11, 编号 1 (2025) |
The Place of Global Issues in Foreign Language Classes from the Perspective of English Lecturers: A Critical Look |
(Eng)
|
|
Dimici K.
|
| 卷 11, 编号 1 (2025) |
The Relationship between Definitional Skills and Listening Comprehension: Preliminary Evidence from Preschoolers to School-Aged Children |
(Eng)
|
|
Artuso C., Torelli E., Belacchi C.
|
| 卷 8, 编号 3 (2022) |
The Relationship between EFL Learners’ Flipped Learning Readiness and their Learning Engagement, Critical thinking, and Autonomy: A Structural Equation Modelling Approach |
(Eng)
|
|
Ravandpour A.
|
| 卷 9, 编号 2 (2023) |
The relationship between the perception and knowledge of academic vocabulary among EFL and EMI university students |
(Eng)
|
|
Makovskaya L., Juraeva I.
|
| 卷 11, 编号 1 (2025) |
The Role of Artificial Intelligence in Transforming Language Learning: Opportunities and Ethical Considerations |
(Eng)
|
|
Akinsemolu A., Onyeaka H.
|
| 卷 9, 编号 3 (2023) |
The Role of Goal Orientations and Communication Strategies in Willingness to Communicate in EMI Classrooms |
(Eng)
|
|
Chou M.
|
| 卷 8, 编号 1 (2022) |
The Role of Plurilingual Pedagogy in Affirming Immigrants’ Identities in Canada |
(Eng)
|
|
Zeaiter L.
|
| 卷 8, 编号 3 (2022) |
The Routledge Handbook of World Englishes: A Book review |
(Eng)
|
|
Yonata F., Rukmini D., Suwandi .., Fitriati S.
|
| 卷 9, 编号 4 (2023) |
Three Male Primary Student Teachers’ Intersections of Languaging and Teaching |
(Eng)
|
|
Sexton S.
|
| 卷 9, 编号 3 (2023) |
Topic Modeling for Text Structure Assessment: The case of Russian Academic Texts |
(Eng)
|
|
Solovyev V., Solnyshkina M., Tutubalina E.
|
| 卷 8, 编号 4 (2022) |
Towards Understanding Teacher Mentoring, Learner WCF Beliefs, and Learner Revision Practices Through Peer Review Feedback: A Sociocultural Perspective |
(Eng)
|
|
Gao Y., Wang X.
|
| 卷 9, 编号 1 (2023) |
Translanguaging Instruction and Reading Comprehension Skills of Japanese EFL Learners: A Quasi-Experimental Study |
(Eng)
|
|
Goli A.
|
| 卷 10, 编号 1 (2024) |
Translation as Social Justice. Translation Policies and Practices in Non-Governmental Organizations: Book Review |
(Eng)
|
|
Asaba C.
|
| 卷 8, 编号 4 (2022) |
Unfocused Written Corrective Feedback and L2 Learners’ Writing Accuracy: Relationship Between Feedback Type and Learner Belief |
(Eng)
|
|
Mujtaba S., Singh M., Zhang T., Ahmed N., Parkash R.
|
| 卷 8, 编号 4 (2022) |
Unfocused Written Corrective Feedback for Academic Discourse: The Sociomaterial Potential for Writing Development and Socialization in Higher Education |
(Eng)
|
|
Loo D.
|
| 卷 9, 编号 2 (2023) |
Vocabulary Breadth and Depth in Early School-Aged Children with Developmental Language Disorder – Evidence from Serbian Speaking Children |
(Eng)
|
|
Drljan B., Ječmenica N., Arsenić I.
|
| 卷 9, 编号 3 (2023) |
What Can Count As Critical Academic Literacy Education? |
(Eng)
|
|
Tentolouris F.
|
| 卷 9, 编号 1 (2023) |
Where do Critical Pedagogy and Language Needs Analysis meet? English as an Additional Language for Adult Refugees and Mi-grants in Greece: A Case Study |
(Eng)
|
|
Maligkoudi C., Mouti A., Triantafyllou E.
|
| 卷 8, 编号 4 (2022) |
Writing Feedback from a Research Perspective |
(Eng)
|
|
Raitskaya L., Tikhonova E.
|
| 卷 8, 编号 4 (2022) |
Writing Task Complexity, Task Condition and the Efficacy of Feedback |
(Eng)
|
|
Ghaderi E., Rouhi A., Nemat Tabrizi A., Jafarigohar M., Hemmati F.
|
| 卷 9, 编号 4 (2023) |
Writing with AI: University Students’ Use of ChatGPT |
(Eng)
|
|
Črček N., Patekar J.
|
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