No. 36 (2021): June

June

Published: 2021-07-06

Table of contents

Introduction

  • Daniel Madrid
DOI: https://doi.org/10.30827/portalin.vi36.21709
Published: Jun 30, 2021
Pages 7-8

Articles

Correlating self-efficacy with self-assessment in an undergraduate interpreting classroom: How accurate can students be?

  • Jing Liu
DOI: https://doi.org/10.30827/portalin.vi36.13897
Published: Jun 21, 2021
Pages 9-25

Anxiety and personality as indicators of academic performance in university foreign language classrooms

  • Alan Martin Smyth
  • Nuria García Manzanares
  • Juan José Fernández Muñoz
DOI: https://doi.org/10.30827/portalin.vi36.15376
Published: Jun 21, 2021
Pages 27-42

Adult students’ perceptions on positive and ambivalent emotions during foreign language learning

  • Irene Acosta-Manzano
DOI: https://doi.org/10.30827/portalin.vi36.15630
Published: Jun 7, 2021
Pages 43-64

Interaction patterns and support for learning in the primary foreign language classroom

  • Carolyn Elizabeth Leslie
DOI: https://doi.org/10.30827/portalin.vi36.15712
Published: Jun 7, 2021
Pages 65-82

The effect of using the native language as a pedagogic intervention on Iranian EFL learners' complexity of English oral productions

  • Zahra Alimorad
  • Mohammad Sadegh Zare Bidoki
DOI: https://doi.org/10.30827/portalin.vi36.15745
Published: Jun 8, 2021
Pages 83-99

Determining Efficient Post-writing Activity for Error Correction: Self-editing, Peer review, or Teacher Feedback?

  • Cuneyt Demir
DOI: https://doi.org/10.30827/portalin.vi36.15824
Published: Jun 21, 2021
Pages 101-117

Concurrent Group-dynamic Assessment of Intermediate EFL Learners’ Receptive and Productive Vocabulary Size

  • Mostafa Azari Noghabi
  • Seyed Mohammad Reza Amirian
  • Gholamreza Zareian
DOI: https://doi.org/10.30827/portalin.vi36.15864
Published: Jun 7, 2021
Pages 119-137

Impact of Motivational Languaging Activities on Novice English Teachers’ Motivation: An Activity Theory Perspective

  • Hyun Soo Kim
  • Tae-Young Kim
DOI: https://doi.org/10.30827/portalin.vi36.15909
Published: Jun 11, 2021
Pages 139-157

Design and validation of a system of categories to assess the written discourse of L2 English learners

  • Silvia Corral-Robles
  • Micaela Sánchez-Martín
  • Gracia González-Gijón
DOI: https://doi.org/10.30827/portalin.vi36.15944
Published: Apr 18, 2021
Pages 159-174

Subtitling and dubbing as teaching resources in CLIL in Primary Education: The teachers’ perspective

  • Alberto Fernández Costales
DOI: https://doi.org/10.30827/portalin.vi36.16228
Published: Dec 21, 2020
Pages 175-192

Motivational potential of bilingual and non-bilingual programmes in secondary and tertiary education

  • Daniel Madrid
DOI: https://doi.org/10.30827/portalin.vi36.16700
Published: Jun 7, 2021
Pages 193-212

Motivational Languaging for L2 Learning and Motivation

  • Tae-Young Kim
  • Yoon-Kyoung Kim
DOI: https://doi.org/10.30827/portalin.vi36.17805
Published: Jun 17, 2021
Pages 213-229

Towards a Moodle-based assessment of Algerian EFL students’ writing performance

  • KAMILA GHOUALI
  • RAÚL RUIZ-CECILIA
DOI: https://doi.org/10.30827/portalin.vi36.17866
Published: Jun 8, 2021
Pages 231-248

Reducing speaking anxiety in EFL classrooms: An explanatory mixed-methods study

  • Elçin Ölmezer Öztürk
  • Gökhan Öztürk
DOI: https://doi.org/10.30827/portalin.vi36.18018
Published: Jun 21, 2021
Pages 249-261

Dictogloss or Processing Instruction: Which Works Better on EFL Learners’ Writing Accuracy?

  • Yasaman Azmoon
DOI: https://doi.org/10.30827/portalin.vi36.20909
Published: Mar 25, 2021
Pages 263-277

Advanced English grammar: A linguistic approach, Depraetere, Ilse & Langford, Chad Bloomsbury Academic, UK (2020). 386 pp

  • Cüneyt Demir
DOI: https://doi.org/10.30827/portalin.vi36.18386
Published: Jun 13, 2021
Pages 279-280

Book review

Exploring Language Aptitude: Views from Psychology, the Language Sciences, and Cognitive Neuroscience. Susanne M. Reiterer (ed.) (2018). Cham (Switzerland): Springer. ISBN: 978-3-319-91917-1. pp. xviii-388

  • Rui Li
DOI: https://doi.org/10.30827/portalin.vi36.21109
Published: May 3, 2021
Pages 281-282

Teaching Language and Content in Multicultural and Multilingual Classrooms: CLIL and EMI Approaches. María Luisa Carrió-Pastor and Begoña Bellés-Fortuño (eds.) (2021). Palgrave Macmillan. 386 pages. ISBN: 978-3-030-56614-2, ISBN: 978-3-030-56615-9 (eBook)

  • Jinfen Xu
  • Zhiwu Zhang
DOI: https://doi.org/10.30827/portalin.vi36.21151
Published: May 14, 2021
Pages 283-284