Language teaching research

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  Año 2022, Vol. 26, Número 3

  • Articles

    • Chinese compound word inference through context and word-internal cues

      Yi Xu, Jie Zhang

      • Resumen

      págs. 308-332

      

    • Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach

      Dongying Li, Lian Zhang

      • Resumen

      págs. 333-360

      

    • The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study

      Yongbin Zhao, Rod Ellis

      • Resumen

      págs. 361-381

      

    • Measuring teacher cognition: Comparing Chinese EFL teachers’ implicit and explicit attitudes toward English language teaching methods

      Chen Sun, Linlin Wei, Richard F. Young

      • Resumen

      págs. 382-410

      

    • The relative efficacy of input enhancement, input flooding, and output-based instructional approaches in the acquisition of L2 request modifiers

      Zahra Fakher Ajabshir

      • Resumen

      págs. 411-433

      

    • Effects of narrow listening on ESL learners’ pronunciation and fluency: An ‘MP3 flood’ programme turning mundane homework into an engaging hobby

      Art Tsang

      • Resumen

      págs. 434-454

      

    • Understanding willingness to communicate in L2 between Korean and Taiwanese students

      Ju Seong Lee, Kilryoung Lee, Jun Chen Hsieh

      • Resumen

      págs. 455-476

      

    • Longitudinal research on EFL teacher professional development in (Japanese) contexts: Collaborative action research projects

      Kazuyoshi Sato, Nancy Mutoh, Robert C Kleinsasser

      • Resumen

      págs. 477-503

      

    • One situation doesn’t fit all: Variability and stability of state willingness to communicate in a Chinese College English classroom

      Jiayi Zhang, Nadin Beckmann, Jens F. Beckmann

      • Resumen

      págs. 504-529

      

  • Practitioner Research

    • Implementing tasks in young learners’ language classrooms: A collaborative teacher education initiative through task evaluation

      Yan Zhu

      • Resumen

      págs. 530-551

      

    • ‘We teach, we record, we edit, and we reflect’: Engaging pre-service language teachers in video-based reflective practice

      Rui Yuan, Pauline Mak, Min Yang

      • Resumen

      págs. 552-571