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Teaching the pragmatics of English as an international language: A focus on pragmatic markers
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| 102 |
THE (MILLENNIAL) TIMES, THEY ARE A’CHANGIN’: UNDERSTANDING GEN Z’S EXPECTATIONS IN THE CLASSROOM
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In: Theses and Dissertations--Communication (2022)
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| 103 |
Disponibilidad léxica y planificación de la enseñanza del vocabulario en estudiantes de ELE sinohablantes ; Lexical availability and planning of vocabulary teaching in Chinese-speaking ELE students
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| 104 |
Dewey in the Digital Age: Experiential Composition and Reflection as Transformation
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In: Dissertations, Theses, and Student Research: Department of English (2022)
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| 105 |
Help wanted: the employment trajectory of multilingual transnational teachers
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| 106 |
The transition of online into limited English learning-teaching in the rural area context
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 120-135 (2022) (2022)
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| 107 |
DaF an öffentlichen Schulen am Beispiel eines Projekts in Rio de Janeiro
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In: Pandaemonium Germanicum: Revista de Estudos Germanísticos, Vol 25, Iss 45 (2022) (2022)
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| 108 |
“Going down the Tower of Babel” through telecollaboration in the context of Internationalization at Home
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In: Domínios de Lingu@gem, Vol 16, Iss 1, Pp 7-40 (2022) (2022)
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| 109 |
Quantitative Study of Predictive Relationships Between English Language Proficiency, Academic Growth, and Academic Achievement Assessments in North Georgia
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| 110 |
International Perspectives on CLIL. Hemmi, C., & Banegas, D. L. (Ed.) (2021). Palgrave, Cham, 300 pages, ISBN: 978-3-030-70094-2.
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 313-314 (2022)
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| 111 |
“You feel a little bit embarrassed, but you get over it”: EFL students’ beliefs and emotions about speaking
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 143-160 (2022)
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| 112 |
Chinese Idioms: Stepping Into L2 Student’s Shoes
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In: Acta Linguistica Asiatica, Vol 12, Iss 1 (2022) (2022)
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| 113 |
“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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| 114 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 115 |
Guide to MS558 John M. Sharp papers
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In: Finding Aids (2022)
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| 116 |
The Practice of Pronunciation in SFL Teacher Training Courses ; La Práctica de la Pronunciación en Cursos de Formación de Profesores de ELE
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In: Entrepalavras; v. 12, n. 1 (12); 111-126 (2022)
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| 117 |
Hispano-Brazilian borders as a context for teaching Spanish ; Las fronteras hispanobrasileñas como contexto para la enseñanza de Español
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In: Entrepalavras; v. 12, n. 1 (12) (2022)
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| 118 |
Videogames in formal English language learning ; Videogames na aprendizagem formal de Língua Inglesa
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In: Entrepalavras; v. 11, n. 3 (11): Linguagem e Tecnologia; 211-232 (2022)
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| 119 |
Emotions in a Brazilian teacher’s experience report on remote English teaching during the COVID-19 pandemic
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 68-93 (2022) (2022)
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| 120 |
In my shoes: empathy and critical emotional literacy in EFL lessons
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 17-36 (2022) (2022)
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