| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
An ideal second language self intervention: Development of possible selves in an English as a Foreign Language classroom context
|
Mackay, Dr Jessica
|
|
2019
|
81 |
C |
p. 50-62
|
article
|
| 2 |
Editorial Board
|
|
|
2019
|
81 |
C |
p. ii
|
article
|
| 3 |
Effects of repeated practice in pre-task planning on the acquisition of English personal pronouns by Chinese EFL learners
|
Qin, Jie
|
|
2019
|
81 |
C |
p. 100-109
|
article
|
| 4 |
Formative assessment and self-regulated learning: How formative assessment supports students' self-regulation in English language learning
|
Xiao, Yangyu
|
|
2019
|
81 |
C |
p. 39-49
|
article
|
| 5 |
Gesture in speaking tasks beyond the classroom: An exploration of the multimodal negotiation of meaning via Skype videoconferencing on mobile devices
|
Lee, Helen
|
|
2019
|
81 |
C |
p. 26-38
|
article
|
| 6 |
L2 teacher identity development: An activity theoretic perspective
|
Karimi, Mohammad Nabi
|
|
2019
|
81 |
C |
p. 122-134
|
article
|
| 7 |
Motivational and affective engagement in learning Spanish with a mobile application
|
Cho, Moon-Heum
|
|
2019
|
81 |
C |
p. 90-99
|
article
|
| 8 |
[No title]
|
Mao, Zhicheng
|
|
2019
|
81 |
C |
p. 214-216
|
article
|
| 9 |
[No title]
|
Oyama, Mai
|
|
2019
|
81 |
C |
p. 206-207
|
article
|
| 10 |
[No title]
|
Chan, Sathena
|
|
2019
|
81 |
C |
p. 213-214
|
article
|
| 11 |
[No title]
|
Hawkes, Martin
|
|
2019
|
81 |
C |
p. 211-213
|
article
|
| 12 |
[No title]
|
Xu, Jin
|
|
2019
|
81 |
C |
p. 216-218
|
article
|
| 13 |
[No title]
|
Feng, Haoda
|
|
2019
|
81 |
C |
p. 208-209
|
article
|
| 14 |
[No title]
|
Liu, Yanhua
|
|
2019
|
81 |
C |
p. 209-211
|
article
|
| 15 |
Self-guide distinctions and episodic memory in L2 motivation: The case of Arabic in the United States
|
Blair, Ryan
|
|
2019
|
81 |
C |
p. 192-205
|
article
|
| 16 |
Spacing effects on repeated L2 task performance
|
Bui, Gavin
|
|
2019
|
81 |
C |
p. 1-13
|
article
|
| 17 |
Speaking progress and meaning negotiation processes in synchronous online tutoring
|
Yeh, Hui-Chin
|
|
2019
|
81 |
C |
p. 179-191
|
article
|
| 18 |
Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong
|
Lam, Ricky
|
|
2019
|
81 |
C |
p. 78-89
|
article
|
| 19 |
The effect of the inductive and deductive data-driven learning (DDL) on vocabulary acquisition and retention
|
Lee, Pinshuan
|
|
2019
|
81 |
C |
p. 14-25
|
article
|
| 20 |
The effects of feedback explicitness and type of target structure on accuracy in revision and new pieces of writing
|
Suzuki, Wataru
|
|
2019
|
81 |
C |
p. 135-145
|
article
|
| 21 |
The effects of integrated writing on linguistic complexity in L2 writing and task-complexity
|
Abrams, Zsuzsanna I.
|
|
2019
|
81 |
C |
p. 110-121
|
article
|
| 22 |
The learning effects of student-constructed word cards as homework for the adolescent English Language classroom
|
Reynolds, Barry Lee
|
|
2019
|
81 |
C |
p. 146-162
|
article
|
| 23 |
The role of phonological awareness and phonetic radical awareness in acquiring Chinese literacy skills in learners of Chinese as a second language
|
Zhang, Haiwei
|
|
2019
|
81 |
C |
p. 163-178
|
article
|
| 24 |
Understanding the impact of listening strategy instruction on listening strategy use from a socio-cultural perspective
|
Ngo, Nga
|
|
2019
|
81 |
C |
p. 63-77
|
article
|
Journal description