No. 36 (2021): June

• Introduction

  Daniel Madrid

  7-8

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Articles

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

  Jing Liu

  9-25

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

  Alan Martin Smyth, Nuria García Manzanares, Juan José Fernández Muñoz

  27-42

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

  Irene Acosta-Manzano

  43-64

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

  Carolyn Elizabeth Leslie

  65-82

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• 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

  83-99

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

  Cuneyt Demir

  101-117

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

  Mostafa Azari Noghabi, Seyed Mohammad Reza Amirian, Gholamreza Zareian

  119-137

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

  Hyun Soo Kim, Tae-Young Kim

  139-157

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• 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

  159-174

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

  Alberto Fernández Costales

  175-192

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

  Daniel Madrid

  193-212

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• Motivational Languaging for L2 Learning and Motivation

  Tae-Young Kim, Yoon-Kyoung Kim

  213-229

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

  KAMILA GHOUALI, RAÚL RUIZ-CECILIA

  231-248

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

  Elçin Ölmezer Öztürk, Gökhan Öztürk

  249-261

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

  Yasaman Azmoon

  263-277

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

  Cüneyt Demir

  279-280

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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

  281-282

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• 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

  283-284

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