| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Applicability of processability theory to Japanese adolescent EFL learners: A case study of early L2 syntactic and morphological development
|
Eguchi, Akiko
|
|
2015
|
52 |
C |
p. 115-126
12 p.
|
artikel
|
| 2 |
Chinese learners' cognitive processes in writing email requests to faculty
|
Chen, Yuan-shan
|
|
2015
|
52 |
C |
p. 51-62
12 p.
|
artikel
|
| 3 |
Editorial board/publication details
|
|
|
2015
|
52 |
C |
p. IFC-
1 p.
|
artikel
|
| 4 |
Effects of extensive reading and translation activities on grammar knowledge and attitudes for EFL adolescents
|
Lee, Juhee
|
|
2015
|
52 |
C |
p. 38-50
13 p.
|
artikel
|
| 5 |
Enhancing Autonomy in Language Education: A Case-based Approach to Teacher and Learner Development
|
Manzano Vázquez, Borja
|
|
2015
|
52 |
C |
p. 152-153
2 p.
|
artikel
|
| 6 |
Exploring teachers' oral explanations of new English lexical items in a Chinese university: Comparisons with dictionary information
|
Macaro, Ernesto
|
|
2015
|
52 |
C |
p. 78-90
13 p.
|
artikel
|
| 7 |
From vision to action: Inquiring into the conditions for the motivational capacity of ideal second language selves
|
Hessel, Gianna
|
|
2015
|
52 |
C |
p. 103-114
12 p.
|
artikel
|
| 8 |
Improving reading rates and comprehension through audio-assisted extensive reading for beginner learners
|
Chang, Anna C.-S.
|
|
2015
|
52 |
C |
p. 91-102
12 p.
|
artikel
|
| 9 |
Innovations in the Continuing Professional Development of English Language Teachers
|
Allais, Caterina
|
|
2015
|
52 |
C |
p. 151-152
2 p.
|
artikel
|
| 10 |
Language MOOCS: Providing Learning, Transcending Boundaries
|
Saunders, Peter
|
|
2015
|
52 |
C |
p. 149-150
2 p.
|
artikel
|
| 11 |
L2 multiple-documents comprehension: Exploring the contributions of L1 reading ability and strategic processing
|
Karimi, Mohammad Nabi
|
|
2015
|
52 |
C |
p. 14-25
12 p.
|
artikel
|
| 12 |
Online collaborative note-taking strategies to foster EFL beginners' literacy development
|
Yang, Yu-Fen
|
|
2015
|
52 |
C |
p. 127-138
12 p.
|
artikel
|
| 13 |
Recognition of high frequency words from speech as a predictor of L2 listening comprehension
|
Matthews, Joshua
|
|
2015
|
52 |
C |
p. 1-13
13 p.
|
artikel
|
| 14 |
Task-based Language Learning – Insights from and for L2 Writing
|
Kim, Minkyung
|
|
2015
|
52 |
C |
p. 156-158
3 p.
|
artikel
|
| 15 |
Teacher Evaluation in Second Language Education
|
Werbińska, Dorota
|
|
2015
|
52 |
C |
p. 154-156
3 p.
|
artikel
|
| 16 |
The development of teacher autonomy in collaborative lesson preparation: A multiple-case study of EFL teachers in China
|
Xu, Hao
|
|
2015
|
52 |
C |
p. 139-148
10 p.
|
artikel
|
| 17 |
The use of models as a written feedback technique with young EFL learners
|
Cánovas Guirao, Josefa
|
|
2015
|
52 |
C |
p. 63-77
15 p.
|
artikel
|
| 18 |
Triads in the L2 classroom: Interaction patterns and engagement during a collaborative task
|
Edstrom, Anne
|
|
2015
|
52 |
C |
p. 26-37
12 p.
|
artikel
|
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