| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing
|
Yu, Shulin
|
|
2014
|
47 |
C |
p. 28-38
11 p.
|
artikel
|
| 2 |
A participatory EFL curriculum for the marginalized: The case of North Korean refugee students in South Korea
|
Lee, Mun Woo
|
|
2014
|
47 |
C |
p. 1-11
11 p.
|
artikel
|
| 3 |
Application of online annotations to develop a web-based Error Correction Practice System for English writing instruction
|
Yeh, Shiou-Wen
|
|
2014
|
47 |
C |
p. 39-52
14 p.
|
artikel
|
| 4 |
Books received
|
|
|
2014
|
47 |
C |
p. 185-186
2 p.
|
artikel
|
| 5 |
Development and validation of the learner attitudes and motivations for pronunciation (LAMP) inventory
|
Sardegna, Veronica G.
|
|
2014
|
47 |
C |
p. 162-175
14 p.
|
artikel
|
| 6 |
Editorial board/publication details
|
|
|
2014
|
47 |
C |
p. IFC-
1 p.
|
artikel
|
| 7 |
Editorial – November 2014
|
|
|
2014
|
47 |
C |
p. iv-v
nvt p.
|
artikel
|
| 8 |
English language teaching and educational reform in Western China: A knowledge management perspective
|
Li, Daguo
|
|
2014
|
47 |
C |
p. 88-101
14 p.
|
artikel
|
| 9 |
Evaluating the comparability of two measures of lexical diversity
|
deBoer, Fredrik
|
|
2014
|
47 |
C |
p. 139-145
7 p.
|
artikel
|
| 10 |
Exploring L2 writing teacher cognition from an experiential perspective: The role learning to write may play in professional beliefs and practices
|
Yigitoglu, Nur
|
|
2014
|
47 |
C |
p. 116-124
9 p.
|
artikel
|
| 11 |
Impact of affective variables on Korean as a foreign language learners' oral achievement
|
Pyun, Danielle Ooyoung
|
|
2014
|
47 |
C |
p. 53-63
11 p.
|
artikel
|
| 12 |
Implementing assessment for learning in L2 writing: An activity theory perspective
|
Mak, Pauline
|
|
2014
|
47 |
C |
p. 73-87
15 p.
|
artikel
|
| 13 |
Integration of theory and practice in CLIL
|
Khan, Sarah
|
|
2014
|
47 |
C |
p. 177-179
3 p.
|
artikel
|
| 14 |
“It helps me get closer to their writing experience” Classroom ethnography and the role of technology in third-year FL courses
|
Gleason, Jesse
|
|
2014
|
47 |
C |
p. 125-138
14 p.
|
artikel
|
| 15 |
Language teacher education in a multilingual context: Experiences from hong kong
|
Xu, Hao
|
|
2014
|
47 |
C |
p. 179-180
2 p.
|
artikel
|
| 16 |
Multiple perspectives on the self in SLA
|
Hessel, Gianna
|
|
2014
|
47 |
C |
p. 180-182
3 p.
|
artikel
|
| 17 |
Onset and expansion of L2 cognitive academic language proficiency in bilingual settings: CALP in CLIL
|
Lorenzo, Francisco
|
|
2014
|
47 |
C |
p. 64-72
9 p.
|
artikel
|
| 18 |
Revisiting narrative frames: An instrument for investigating language teaching and learning
|
Barkhuizen, Gary
|
|
2014
|
47 |
C |
p. 12-27
16 p.
|
artikel
|
| 19 |
The bloomsbury companion to lexicography
|
Piotti, Sonia
|
|
2014
|
47 |
C |
p. 182-184
3 p.
|
artikel
|
| 20 |
The development of English learning motivation and learners' identities: A structural equation modeling analysis of longitudinal data from Chinese universities
|
Xu, Hongchen
|
|
2014
|
47 |
C |
p. 102-115
14 p.
|
artikel
|
| 21 |
The most frequent opaque formulaic sequences in English-medium college textbooks
|
Hsu, Wenhua
|
|
2014
|
47 |
C |
p. 146-161
16 p.
|
artikel
|
| 22 |
Variation and change in spoken and written discourse
|
Allais, Caterina
|
|
2014
|
47 |
C |
p. 176-177
2 p.
|
artikel
|
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