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Well-being and the Perception of Stress among EFL University Teachers in Saudi Arabia
Alqarni N.
Topic Modeling for Text Structure Assessment: The case of Russian Academic Texts
Solovyev V., Solnyshkina M., Tutubalina E.
On the Relationship of Iranian EFL Learners’ Engagement and Self-regulation with Their Learning Outcomes
Ghelichli Y., Seyyedrezaei S., Seyyedrezaei Z.
Family’s role and their Challenging Commitment to English Language Learning: A systematic Review
Philominraj A., Ranjan R., Saavedra R., Cerón Urzúa C.
The Role of Artificial Intelligence in Transforming Language Learning: Opportunities and Ethical Considerations
Akinsemolu A., Onyeaka H.
Foreign and Bilingual Language Education in the UK and Spain: A Study of Similarities and Differences
Palacios-Hidalgo F., Huertas-Abril C., Gómez-Parra M.
The Socio-linguistic Profiles, Identities, and Educational Needs of Greek Heritage Language Speakers in Chicago
Gavriilidou Z., Mitits L.
Exploring Translanguaging during Metacognitive Strategy Use on L2 Listening and Writing Skills
Robillos R.
Vocabulary Breadth and Depth in Early School-Aged Children with Developmental Language Disorder – Evidence from Serbian Speaking Children
Drljan B., Ječmenica N., Arsenić I.
Modelling the Linguistic Worldview: Subject Field Scoping Review
Antonova M., Baranovskaya T., Zakharova A., Li S.
English Adjectival Predicates Taking Subjunctive Complements: What to Change in Curricula
Romanova E., Oveshkova A.
Predictors of Language Proficiency among Medical and Paramedical Students: Vygotskian Sociocultural Theory
Moslehi S., Kafipour R.
Building Scientific Knowledge in English: Integrating Content, Cognition and Communication in Secondary School CLIL Biology
Gerns P.
Self-Regulated Learning and Sociodemographic Factors in Students’ L1/L2 Writing Proficiency
Nikcevic-Milkovic A., Balenovic K., Brala-Mudrovčić J.
The Place of Global Issues in Foreign Language Classes from the Perspective of English Lecturers: A Critical Look
Dimici K.
Effects of Computer-assisted Language Learning (CALL) and Different Interaction Patterns on Vocabulary Development of EFL Learners
Shamshiri F., Shafiee S., Rahimi F.
The Learning Potential of a TV Series in Promoting L2 Incidental Learning of Idiomatic and Non-Idiomatic Phrasal Verbs
Alshumrani H.
Multilingualism and Beyond: Implications for Education
Raitskaya L., Tikhonova E.
Cognitive Predictors of Coherence in Adult ESL Learners’ Writing
Saeed A., Everatt J., Sadeghi A., Munir A.
Dual Training in Language Didactics of Foreign Language/CLIL Pre-Service Primary Education Teachers in Spain
Estrada-Chichon J., Zayas-Martinez F.
The Relationship between Definitional Skills and Listening Comprehension: Preliminary Evidence from Preschoolers to School-Aged Children
Artuso C., Torelli E., Belacchi C.
Preferences for Oral Corrective Feedback: Are Language Proficiency, First Language, Foreign Language Classroom Anxiety, and Enjoyment Involved?
Wiboolyasarin W., Tiranant P., Khumsat T., Ngamnikorn T., Wiboolyasarin K., Korbuakaew S., Jinowat N.
The Relationship between EFL Learners’ Flipped Learning Readiness and their Learning Engagement, Critical thinking, and Autonomy: A Structural Equation Modelling Approach
Ravandpour A.
Perception of Prosodic and Aspectual Cues to Politeness in Teacher Directives in L1 and L2 Russian
Duryagin P., Fokina M.
Foreign Language Enjoyment and Subjective Happiness in Spanish Adult Learners
Barrios E., Acosta-Manzano I.
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