Language teaching research

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  Año 2022, Vol. 26, Número 5

  • Articles

    • Literature in contemporary foreign language school textbooks in Russia: Content, approaches, and readability

      Raees Calafato, Freda Gudim

      • Resumen

      págs. 826-846

      

    • Developing EFL students’ pragmatic competence: The case of compliment responses

      Zainab Alsuhaibani

      • Resumen

      págs. 847-866

      

    • The impact of first as opposed to second language pre-task planning on the content of problem-solving task performance

      Scott Aubrey, Craig Lambert, Paul Leeming

      • Resumen

      págs. 867-892

      

    • L2 grit: Passion and perseverance for second-language learning

      Yasser Teimouri, Luke Plonsky, Farhad Tabandeh

      • Resumen

      págs. 893-918

      

    • Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context

      Masatoshi Sato, Neomy Storch

      • Resumen

      págs. 919-942

      

    • Understanding the role of the first language (L1) in instructed second language acquisition (ISLA): Effects of using a principled approach to L1 in the beginner foreign language classroom

      María J. de la Fuente, Carola Goldenberg

      • Resumen

      págs. 943-962

      

    • Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective

      Scott J. Shelton-Strong

      • Resumen

      págs. 963-985

      

    • Instructor feedback on free writing and automated corrective feedback in drills: Intensity and efficacy

      Jianwu Gao, Shuang Ma

      • Resumen

      págs. 986-1009

      

    • Motivation, self-regulation, and writing achievement on a university foundation programme: A programme evaluation study

      James Wilby

      • Resumen

      págs. 1010-1033

      

  • Practitioner Research

    • Action logs as mediational means for teacher development

      Daniel Hooper

      • Resumen

      págs. 1034-1046