| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A Bakhtinian take on languaging in a dual language immersion classroom
|
King, Nicole
|
|
2019
|
80 |
C |
p. 14-26
|
artikel
|
| 2 |
Breaking the rules? A corpus-based comparison of informal features in L1 and L2 undergraduate student writing
|
Lee, Joseph J.
|
|
2019
|
80 |
C |
p. 143-153
|
artikel
|
| 3 |
Changes in interlanguage complexity during study abroad: A meta-analysis
|
Xu, Yiran
|
|
2019
|
80 |
C |
p. 199-211
|
artikel
|
| 4 |
Disciplinary variations in learning styles and preferences: Implications for the provision of academic English
|
Lau, Ken
|
|
2019
|
80 |
C |
p. 257-268
|
artikel
|
| 5 |
Editorial Board
|
|
|
2019
|
80 |
C |
p. ii
|
artikel
|
| 6 |
Examining ‘vowel blindness’ among native Arabic speakers reading English words from the perspective of eye-tracking
|
Alhazmi, Khaled
|
|
2019
|
80 |
C |
p. 235-245
|
artikel
|
| 7 |
Explicit teaching and authenticity in L2 listening instruction: University language teachers' beliefs
|
Emerick, Mark R.
|
|
2019
|
80 |
C |
p. 107-119
|
artikel
|
| 8 |
Exploring the L2 selves of senior secondary students in English private tutoring in Hong Kong
|
Yung, Kevin Wai-Ho
|
|
2019
|
80 |
C |
p. 120-133
|
artikel
|
| 9 |
“I know English”: Self-assessment of foreign language reading and writing abilities among young Chinese learners of English
|
Liu, Huan
|
|
2019
|
80 |
C |
p. 60-72
|
artikel
|
| 10 |
Investigating the use of the ACTFL can-do statements in a self-assessment for student placement in an Intensive English Program
|
Summers, Maria M.
|
|
2019
|
80 |
C |
p. 269-287
|
artikel
|
| 11 |
Motivation to learn Japanese as a foreign language in an English speaking country: An exploratory case study in New Zealand
|
de Burgh-Hirabe, Ryoko
|
|
2019
|
80 |
C |
p. 95-106
|
artikel
|
| 12 |
N-gram measures and L2 writing proficiency
|
Garner, James
|
|
2019
|
80 |
C |
p. 176-187
|
artikel
|
| 13 |
[No title]
|
Avery, Thomas S.
|
|
2019
|
80 |
C |
p. 321-323
|
artikel
|
| 14 |
[No title]
|
Li, Xiangdong
|
|
2019
|
80 |
C |
p. 318-319
|
artikel
|
| 15 |
[No title]
|
Zheng, Yongyan
|
|
2019
|
80 |
C |
p. 326-328
|
artikel
|
| 16 |
[No title]
|
Bell, Huw
|
|
2019
|
80 |
C |
p. 323-324
|
artikel
|
| 17 |
[No title]
|
Feng, Haoda
|
|
2019
|
80 |
C |
p. 319-321
|
artikel
|
| 18 |
[No title]
|
Lewis, Marilyn
|
|
2019
|
80 |
C |
p. 328-330
|
artikel
|
| 19 |
[No title]
|
O’Neill, Rachel
|
|
2019
|
80 |
C |
p. 324-326
|
artikel
|
| 20 |
Online informal learning of English through smartphones in Slovenia
|
Jurkovič, Violeta
|
|
2019
|
80 |
C |
p. 27-37
|
artikel
|
| 21 |
Representation and processing of lexical bundles: Evidence from word monitoring
|
Jeong, Hyojin
|
|
2019
|
80 |
C |
p. 188-198
|
artikel
|
| 22 |
Task-based needs analysis: Identifying communicative needs for study abroad students in Japan
|
Iizuka, Takehiro
|
|
2019
|
80 |
C |
p. 134-142
|
artikel
|
| 23 |
Task modality and pair formation method: Their impact on patterns of interaction and LREs among EFL primary school children
|
García Mayo, María del Pilar
|
|
2019
|
80 |
C |
p. 165-175
|
artikel
|
| 24 |
Technology and L2 engagement in study abroad: Enabler or immersion breaker?
|
Durbidge, Levi
|
|
2019
|
80 |
C |
p. 224-234
|
artikel
|
| 25 |
The effects of pre-task explicit instruction on the performance of a focused task
|
Ellis, Rod
|
|
2019
|
80 |
C |
p. 38-47
|
artikel
|
| 26 |
The effects of task modality on L2 Chinese learners’ pragmatic development: Computer-mediated written chat vs. face-to-face oral chat
|
Tang, Xiaofei
|
|
2019
|
80 |
C |
p. 48-59
|
artikel
|
| 27 |
The influence of creative task engagement on English L2 learners' negotiation of meaning in oral communication tasks
|
Wang, Hung-chun
|
|
2019
|
80 |
C |
p. 83-94
|
artikel
|
| 28 |
The relationship of language anxiety with noticing and oral production of L2 forms: A study of beginning learners of Arabic
|
Nassif, Lama
|
|
2019
|
80 |
C |
p. 304-317
|
artikel
|
| 29 |
The research trends and contributions of System's publications over the past four decades (1973–2017): A bibliometric analysis
|
Lei, Lei
|
|
2019
|
80 |
C |
p. 1-13
|
artikel
|
| 30 |
The Role of Classroom Input: Processing Instruction, Traditional Instruction, and Implicit Instruction in the Acquisition of the English Simple Past by Cantonese ESL Learners in Hong Kong
|
Chan, Mable
|
|
2019
|
80 |
C |
p. 246-256
|
artikel
|
| 31 |
Understanding Chinese language teachers’ beliefs about themselves and their students in an English context
|
Yang, Juan
|
|
2019
|
80 |
C |
p. 73-82
|
artikel
|
| 32 |
Understanding lack of development in early career teachers’ practical knowledge of teaching speaking skills
|
Webster, Simon
|
|
2019
|
80 |
C |
p. 154-164
|
artikel
|
| 33 |
Written corrective feedback from an ecological perspective: The interaction between the context and individual learners
|
Han, Ye
|
|
2019
|
80 |
C |
p. 288-303
|
artikel
|
| 34 |
Young EFL learners' processing of multimodal input: Examining learners’ eye movements
|
Tragant Mestres, Elsa
|
|
2019
|
80 |
C |
p. 212-223
|
artikel
|
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