The Journal of Language Learning and Teaching
- The use of synchronous and asynchronous technological tools for socio-constructivist language learning
- ANXIETY IN THE EFL SPEAKING CLASSROOMS
- Factors Affecting the Implementation of Primary School English Language Teaching Programs in Turkey
- The Relationship between EFL Learners’ Level of Language Awareness and Their Motivation and Achievement
- Patterns of Interaction: Analysis of Mixed-Age Peer Interactions In Secondary School Classrooms In Germany
- Motivating Secondary Students to Speak in Spanish Outside of Structured Classroom Activities
- USA Literature in Brief
- Changes in Japanese ESL Speakers’ Identities and in Their Attitudes Toward Speaking English
- An Erasmus+ project on the use of the EPOSTL by student teachers of English
- Unplanned focus on form: Teacher- or student-initiated
- Contextual Differences regarding Students’ Perceptions of English as a Lingua Franca according to Subject Major and Nationality
- Becoming a DDL teacher in English grammar classes: A pilot study
- Teachers research
- A Qualitative Exploration of Iranian Learners’ Writing through Face- to-Face Collaborative Writing Tasks
- Investigating the Effects of Attributional Retraining Procedures on High School Students’ Foreign Language Causal Attributions and their Foreign Language Achievement
- Developing English for Research Publication Purposes in an Outer Circle University Context: Problems and Educational Considerations
- EFL Teachers' Epistemological Beliefs and Classroom Management Approaches: A Case Study
- Asynchronous Collaboration Integrating Online Learning in the Foreign Language Classroom
- Iranian EFL Teacher Cognition: Tracing Cognitive Dissonance
- Perceptions of the Effects of Simulation Methodology on the Learning of English in a Remedial Level Course: A Case Study
- Revising Orally: The Transformative Process from Text to Talk in the Writing Tutorial
- Assessment of Young Language Learners: Perceptions and Practices of Turkish EFL Pre-service and In-Service Teachers
- Autonomous Language Learning with Technology: Beyond the Classroom
- EFL Vocabulary Growth in Intensive Language Study
- The Impact of Reflective Practice on EFL Prospective Teachers’ Teaching Skill Improvement
- The Factors Affecting Teacher Efficacy Perceptions of Turkish Pre- Service English Language Teachers
- The Potential Impact of Cultural and Educational Background on Foreign Language Teachers’ Use of the L1
- The Use of Poetry to Raise Intercultural Awareness of EFL Students
- Are Chinese Undergraduates Ready for Autonomous Learning of English Listening? – A Survey on Students’ Learning Situation
- Turkish Students’ Comprehension Monitoring and Strategic Behaviors While Reading in French: A think-aloud study
- Compulsory English Courses in Higher Education: A Source of Angst or Thrill?
- Motivation, Tasks, Attitudes: The Influence of Motivational Pre-Task Strategies on Tasks Performance and Tasks Engagement
- A Missing Link in ELT: EFL Learners’ Recognition, Comprehension and Appreciation of English Humor
- Effects of Task Characteristics on Learners’ Fluency, Complexity and Accuracy during EFL Interactions: Implications for Speaking Practice
- Designing Culturally Appropriate Online Professional Development for English Language Teachers through the Incorporation of the Action Research Paradigm
- The Washback Effect of Dynamic Assessment on Grammar Learning of Iranian EFL Learners
- The Effects of Retrieval with Different Cues on Second Language Vocabulary Learning
- The EMT Framework: Prioritized Competences and what else to add?
- The Rise and Fall of Directed Motivational Currents: A Case Study
- Web-based Versus Face-to-Face Interactionist Dynamic Assessment in Essay Writing Classrooms – A Comparative Study
- Dynamic Assessment in Higher Education English Language Classes: A Lecturer Perspective
- A Comparative Analysis of Language Teachers’ and Learners’ Preferences for Thinking Styles in EFL Classrooms
- ESL Teaching: Principles for Success
- College-Level Second Language Courses and Creative Thinking Skills: An Ex Post Facto Study
- Criteria Language Teachers Use When Selecting CALL Technologies
- The Effects of Text Type, Text Length and Text Difficulty on Vocabulary Retention Through Glossing
- Mnemonics as a Cognitive-Linguistic Network of Meaningful Relationships
- The Effect of Training on Vocabulary Strategy Use: Explicit Teaching of Word Family, Word Network and Word Card Strategies
- Bringing Vygotsky and Bakhtin into the Second Language Classroom: A Focus on the Unfinalized Nature of Communication
- Creativity in Language Teaching: Perspectives from Research and Practice
- The Effect of L1 on the Production of L2 Formulaic Expressions
- Practicing Collaborative Relations of Power: English Language Learners’ Perspectives
- Reconciling Pedagogical Beliefs and Teaching Practices: Chinese Teachers and the Pressures of a U.S. High School Foreign Language Context
- Autonomous Learning and Self-Assessment through the European Language Portfolio (ELP): A Pilot Study on Primary Education
- Language Learning Background and Attitudes in ESL Contexts: The Case of Verb Acquisition
- English-teachers’ Teaching Perspectives and Their Use of Methods to Foster Students’ Communicative Competence: A Comparison Between Chile and Germany
- Expanding the Community and Enhancing the Experience: The Dual University Model and Web 2.0 Technologies in a Spanish Community Service-Learning Course
- The Impact of a Standards-Based Classroom on Student Perceptions of Efficacy and Motivation
- Designing oral-based rubrics for oral language testing with undergraduate Spanish students in ESP contexts
- Enhancing Reading Comprehension and Summarization Abilities of EFL Learners Through Online Summarization Practice
- Perceptions of Teachers and Students on the Qualities of an Effective Translation Teacher
- The Use and Perception of Codeswitching among Teachers and Students
- Using voice recognition software in learning of Chinese pronunciation.
- The comparative effects of presenting new words in semantically related sets vs. semantically unrelated sets on the long-term receptive acquisition of L2 vocabulary items
- The Effect of Anxiety on University-Level L2 Learner Ability to Recall Items in the Lexicon
- Leave it out! The use of soap operas as models of spoken discourse in the ELT classroom
- Exploring students’ foreign language anxiety, intercultural sensitivity, and perceptions of teacher effectiveness
- Attitudes to Storytelling Among Adult ESL learners
- Written feedback in Japanese EFL classrooms: A focus on content and organization
- The Relative Impacts of Planned Preemptive vs. Delayed Reactive FonF on EFL Learners’ Lexical Resource
- ðə dʒərnəl əv læŋgwədʒ titʃɪŋ ænd lərnɪŋ
- Exploring Student Errors, Teachers' Corrective Feedback, Learner Uptake and Repair, and Learners' Preferences of Corrective Feedback
- Teaching Culture in U.S. Foreign Language Classrooms: Meeting goals of intercultural competence?
- Backchannelling in the Language Classroom: Improving Student Attention and Retention with Feedback Technologies
- Semantic Prosody: The phenomenom of "prosody" in lexical patterning
- Gender Differences in Item Format and Skill Area: Some Evidence from an EFL Achievement Test
- Do Instructors’ Perceptions on Teaching Culture in Foreign Language Classroom Make a Difference: Lessons from a Qualitative Study of Language Instructors and Learners
- A Contrastive Rhetoric Analysis of Scholarly Publications by Polish and Anglophone Authors
- Stressed Intonation on Recasts: Differential Effects in Comparison with Prompts
- The Role of Dissonance and Harmony in one L2 Learner’s Identity Development during a Language Camp Experience Abroad
- Fostering Multilingual Spaces in Second and Foreign Language Classes: Practical Suggestions
- Issues and Remedies in Composite Scoring: A Case of Joint EGP-ESP Test
- Use of Comics Manga as a Learning Tool to Teach Translation of Japanese
- Students’ Approaches to Learning in an English-Medium Higher Education
- Applying Toulmin Model in Teaching L2 Argumentative Writing
- An Analysis of ESL Learner Preferences for Native Accent Retention and Reduction
- Early second language reading development: An extension of home literacy model
- Current perspectives on sociolinguistics and English language education
- The influence of strategic planning and storyline complexity on EFL learners’ narrative retellings
- Augmented reality potential and hype: towards an evaluative framework
- Interaction effect of task demands and individual differences on L2 learners' perception of task difficulty and motivation
- Tracing the Benefits of Self Annotation in Genre-based Writing
- Effects of Recasts and Metalinguistic Corrective Feedback on the Acquisition of Implicit and Explicit L2 Knowledge
- Promoting Productive Language Skills through the Use of Learner-Generated Surveys
- Developing Chinese students' reflective second language learning skills in higher education
- Understanding self-regulated learning and its implications for strategy instruction in language education
- The Relationship between Metacognitive Awareness and EFL Listening Performance: Focusing on IELTS Higher and Lower Scorers
- Not Just a “Bu”: Perception and Production of Chinese-as-Foreign-Language (CFL) learners’ Face-threatening Speech Acts of Refusal
- Pronunciation Errors of Turkish Learners of English: Conceptualization Theory as a Teaching Method
- Making Use of Poems to Teach English
- Toward a Reappraisal of the Role of MD Markers in EFL Learners’ Perception of Written Texts
- Teacher Reflection and Identity – Teaching a language from within an L2 cultural identity, or teaching from within L1 culture about L2
- Psycholinguistic code switching in Iranian university classroom context
- Foreign Language Teacher Motivations for Professionalization
- Putting the Writing Process into Action in the L2 Classroom: Pre-writing Techniques that Work
- Multi-componential models of L2 listening
- Effects of lexical class and word frequency on the L1 and L2 English-based lexical connections
- Movie subtitles and the improvement of listening comprehension ability: Does it help?
- Advantages of using translated stories from students’ native language to teach EFL
- Foreign language reading anxiety: A Turkish case
- ISSN: 2146-1732
- Başlangıç: 2011
- Yayıncı: Gazi Yabancı Diller Derneği
5.5b 2.9b