The Journal of Language Teaching and Learning

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Advantages of Using Translated Stories from Students’ Native Language to Teach EFL
An Analysis of ESL Learner Preferences for Native Accent Retention and Reduction
Applying the Toulmin Model in Teaching L2 Argumentative Writing
Augmented Reality Potential and Hype: Towards an Evaluative Framework in Foreign Language Teaching
BOSNA HERSEK SOZLU KÜLTÜRÜNDE NASREDDİN HOCA TİPİ ÜZERİNE
Current Perspectives on Sociolinguistics and English Language Education
Developing Chinese Students’ Reflective Second Language Learning Skills in Higher Education
Developing Chinese Students’ Reflective Second Language Learning Skills in Higher Education
Early Second Language Reading Development: An Extension of Home Literacy Model
Effects of Lexical Class and Word Frequency on L1 and L2 English‐based Lexical Connections
Foreign Language Reading Anxiety: A Turkish Case
Foreign Language Teacher Motivations for Professionalization
Fostering Multilingual Spaces in Second and Foreign Language Classes: Practical Suggestions
Interaction Effect of Task Demands and Goal Orientations on Language Learners' Perceptions of Task Difficulty and Motivation
Interaction Effect of Task Demands and Goal Orientations on Language Learners' Perceptions of Task Difficulty and Motivation
Issues and Remedies in Composite Scoring: A Case of Joint EGP-ESP Test
Making Use of Poems to Teach English
Movie Subtitles and the Improvement of Listening Comprehension Ability: Does it help?
Multi‐componential Models of L2 Listening
Not Just a “Bu”: Perception and Production of Chinese-as-Foreign-Language (CFL) learners’ Face-threatening Speech Acts of Refusal
Not Just a “Bu”: Perception and Production of Chinese-as-Foreign-Language (CFL) learners’ Face-threatening Speech Acts of Refusal
Promoting Productive Language Skills through the Use of Learner-Generated Surveys
Pronunciation Errors of Turkish Learners of English: Conceptualization Theory as a Teaching Method
Pronunciation Errors of Turkish Learners of English: Conceptualization Theory as a Teaching Method
Psycholinguistic Code Switching in Iranian University Classroom Context
Putting the Writing Process into Action in the L2 Classroom: Pre‐writing Techniques that Work
Students’ Approaches to Learning in an English-Medium Higher Education
Teacher Reflection and Identity – Teaching a Language from within an L2 Cultural Identity, or Teaching from within L1 Culture about L2
The Effect of Corrective Feedback on the Acquisition of Implicit and Explicit L2 Knowledge
The Impact of Spoken French on the Acquisition of Written French in Child L2 Learners
The Influence of Strategic Planning and Storyline Complexity on EFL Learners’ Narrative Retellings
The Journal of Language Teaching and Learning
The Relationship between Metacognitive Awareness and EFL Listening Performance: Focusing on IELTS Higher and Lower Scorers
The Relationship between Metacognitive Awareness and EFL Listening Performance: Focusing on IELTS Higher and Lower Scorers
The Role of Dissonance and Harmony in one L2 Learner’s Identity Development during a Language Camp Experience Abroad
Toward a Reappraisal of the Role of MD Markers in EFL Learners’ Perception of Written Texts
Toward a Reappraisal of the Role of MD Markers in EFL Learners’ Perception of Written Texts
Tracing the Benefits of Self Annotation in Genre-based Writing
Understanding Self-regulated Learning and its Implications for Strategy Instruction in Language Education
Understanding Self-regulated Learning and its Implications for Strategy Instruction in Language Education
Use of Comics Manga as a Learning Tool to Teach Translation of Japanese

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