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Investigating the Relationship among Language Learning Strategies, English Self-Efficacy, and Explicit Strategy Instructions
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Affordance of English-Medium Instruction Contexts in Taiwan
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Yi-Ping Huang & Wun-Ting Jhuang |
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The Development of a Corpus-based Tool for Exploring Domain-specific Collocational Knowledge in English
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Ping-Yu Huang, Chien-Ming Chen, Nai-Lung Tsao & David Wible |
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The Index of Pragmatic Uses and Functions of Well in the University EFL Classroom Discourse: A Case Study in Iran
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Ali Mohammad Mohammadi, Dariush Nejadansari & Manijeh Youhanaee |
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“ON CLOUD NINE” and “ON ALL FOURS”: Which is more Transparent ? Elements in EFL learners’ Transparency Assumptions
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Crystal Jia-yi Lin |
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The Impact of Choice on EFL Students’ Motivation and Engagement with L2 Vocabulary Learning
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Han-Chung Wang, Hung-Tzu Huang & Chun-Chieh Hsu |
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Self-Assessment Accuracy: Correlations Between Japanese English Learners’ Self-Assessment on the CEFR- Japan’s Can Do Statements and Scores on the TOEIC®
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Judith Runnels |
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A Preliminary Study of Taiwanese NNETS’ Self-assessment of Intercultural Communicative Competence in English Language Teaching
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Tzu-Chia Chao |
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EFL Learners' Vocabulary Consolidation Strategy Use and Corresponding Performance on Vocabulary Tests
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Ying-Chun Lai |
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No Longer a Teacher Monologue – Involving EFL Writing Learners in Teachers’ Assessment and Feedback Processes
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Shu-Chen Huang |
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