No. 35 (2021): January

Published: 2021-02-03

Article

A study of the differences among EFL/ESL methods for reading Comprehension and language awareness

Isabel Núñez-Vázquez, Rafael Crismán-Pérez (Author)

9-24
- PDF
Perceptions of linguistically responsive teaching in language specialist teachers and mainstream teachers

Rosa María Rodríguez Izquierdo (Author)

25-41
- pdf
La dramatización como eje vertebrador en el aula ELE de la Universidad de Lublin

Paulina Nowakowska, Juan De Dios Villanueva Roa (Author)

43-59
- PDF
Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes

Mark Feng Teng (Author)

61-76
- PDF
Teaching psychology at university using the content and language integrated learning (CLIL) approach

José I. Navarro-Guzman, Elena Romero-Alfaro, Inmaculada Menacho-Jiménez, Estíbaliz Aragón-Mendizábal (Author)

77-91
- PDF
Key factors to evaluate the impact of bilingual programs: Employability, mobility and intercultural awareness

María Elena Gómez Parra, Cristina Aránzazu Huertas-Abril, Roberto Espejo-Mohedano (Author)

93-104
- PDF
Using phonics to develop the emergent English literacy skills of Spanish learners

Sara Isabel Rendón-Romero, Macarena Navarro-Pablo, Eduardo García-Jiménez (Author)

111-128
- PDF
Cinema as a didactic tool in the secondary school foreign language classroom: French

Imad Boussif, Estefanía Sánchez Auñón (Author)

129-147
- pdf
L2 writers’ perspectives on face-to-face and anonymous peer review: Voices from China

Sugene Kim, Yizhou Lan (Author)

149-164
- PDF
Learning English in the shadows: Taiwanese students’ reflections on their English private tutoring learning experiences

Chih-Hao Chang (Author)

239-256
- pdf
A cross-sectional study on task type and negotiation of meaning in CLIL child-child interaction

María Ángeles Hidalgo, Raúl Azpilicueta-Martínez (Author)

183-204
- PDF
Motivación y competitividad: Un estudio en el aula de japonés como lengua extranjera

Kyoko Ito-Morales, Jerónimo Morales-Cabezas (Author)

205-219
- PDF
What key stakeholders think about CLIL programmes: Commonalities and differences of perspective

Juan de Dios Martínez Agudo, Laura Victoria Fielden Burns (Author)

221-237
- PDF
Learning foreign languages through content and language integrated learning in physical education: A systematic review

Víctor Gil-López, Sixto González-Víllora, David Hortigüela-Alcalá (Author)

165-182
- PDF
A model of language students’ sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement

Safoura Jahedizadeh, Behzad Ghonsooly, Afsaneh Ghanizadeh (Author)

257-275
- PDF
ESL learners’ writing as a window onto discourse competence

Jongbong Lee (Author)

277-294
- PDF
Supporting listening comprehension by social network-based interaction in mobile assisted language learning

Timothy Read, Agnes Kukulska-Hulme, Elena Barcena (Author)

295-309
- PDF
Effects of recasts, clarification requests on suprasegment development of English intonation

Wei Zhang, Hui Chang, Yi Liao (Author)

311-325
- pdf
A Study of the Differences among EFL/ESL Methods for Reading Comprehension and Language Awareness

ISABEL NÚÑEZ VÁZQUEZ, RAFAEL CRISMÁN PÉREZ (Author)

Book Review

Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages. Lertola, J. (2019). Reasearch-publishing.net, Voillans, 94 pages, ISBN13: 978-2-490057-24-5.

Júlia Sanchis Tolsà (Author)

327-328
- PDF
Comunicación intercultural en la enseñanza de lenguas extranjeras. González Plasencia, Y. (2019). Berlín: Peter Lang, 358 páginas. ISBN: 978-3-631-79459-3.

Lucía Cabrera Romero (Author)

329-330
- PDF (Spanish)
Key Questions in Language Teaching. Alessandro G. Benati, Cambridge University Press, UK (2020). 220 pp

Cuneyt Demir (Author)

331-333
- PDF
Manual de análisis sintáctico. Metodología y práctica. López Quero, S. y López Quero, A. (2019). Port-Royal Ediciones, 294 páginas. ISBN: 978-84-96914-45-2.

Adela González Fernández (Author)

334-335
- PDF

No. 35 (2021): January

Article

A study of the differences among EFL/ESL methods for reading Comprehension and language awareness

Perceptions of linguistically responsive teaching in language specialist teachers and mainstream teachers

La dramatización como eje vertebrador en el aula ELE de la Universidad de Lublin

Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes

Teaching psychology at university using the content and language integrated learning (CLIL) approach

Key factors to evaluate the impact of bilingual programs: Employability, mobility and intercultural awareness

Using phonics to develop the emergent English literacy skills of Spanish learners

Cinema as a didactic tool in the secondary school foreign language classroom: French

L2 writers’ perspectives on face-to-face and anonymous peer review: Voices from China

Learning English in the shadows: Taiwanese students’ reflections on their English private tutoring learning experiences

A cross-sectional study on task type and negotiation of meaning in CLIL child-child interaction

Motivación y competitividad: Un estudio en el aula de japonés como lengua extranjera

What key stakeholders think about CLIL programmes: Commonalities and differences of perspective

Learning foreign languages through content and language integrated learning in physical education: A systematic review

A model of language students’ sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement

ESL learners’ writing as a window onto discourse competence

Supporting listening comprehension by social network-based interaction in mobile assisted language learning

Effects of recasts, clarification requests on suprasegment development of English intonation

A Study of the Differences among EFL/ESL Methods for Reading Comprehension and Language Awareness

Book Review

Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages. Lertola, J. (2019). Reasearch-publishing.net, Voillans, 94 pages, ISBN13: 978-2-490057-24-5.

Comunicación intercultural en la enseñanza de lenguas extranjeras. González Plasencia, Y. (2019). Berlín: Peter Lang, 358 páginas. ISBN: 978-3-631-79459-3.

Key Questions in Language Teaching. Alessandro G. Benati, Cambridge University Press, UK (2020). 220 pp

Manual de análisis sintáctico. Metodología y práctica. López Quero, S. y López Quero, A. (2019). Port-Royal Ediciones, 294 páginas. ISBN: 978-84-96914-45-2.

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