No. 37 (2022): January

• Introduction

  Daniel Madrid Fernández

  7-8

  • pdf (Español (España))

• Approaching an expansion of teaching American Studies through popular culture texts

  9-26

  • pdf (Español (España))

• Whose fault is it? Students’ perceptions towards the American financial system through an English for Specific Purposes class

  27-45

  • pdf

• American Culture presence in EFL Textbooks used in Baccalaureate in Spain

  47-62

  • pdf

• Antagonism between western and Islamic cultures in Iranian English textbooks

  63-88

  • pdf

• Unveiling American values using sitcoms

  89-104

  • pdf

• She's gotta have it: Representativeness of Afro-American series as ESL intake in high school

  105-121

  • pdf

Articles

• Role of EFL Learners’ Perceptions of Task Difficulty in Complexity, Accuracy and Fluency: An Exploratory Case Study

  Edgar Emmanuell Garcia-Ponce, Irasema Mora-Pablo, Juan Gabriel Segovia-Hernadez

  123-142

  • pdf

• “You feel a little bit embarrassed, but you get over it”: EFL students’ beliefs and emotions about speaking

  Irati Diert-Boté

  143-160

  • pdf (Español (España))

• Communication strategies in oral interaction in formal learning contexts: analysis of manuals

  Olga Merzlikina

  161-176

  • pdf

• Training teachers of English as a medium of instruction: The use of metadiscourse devices

  María Luisa Carrió Pastor

  177-192

  • pdf

• Design and validation of a tool to evaluate CLIL in Physical Education sessions

  Francisco José Martínez-Hita, Antonio Granero-Gallegos, Manuel Gómez-López

  193-210

  • pdf (Español (España))

• Dictionary criticism. Necessity and usefulness in the teaching and learning of foreign languages

  Jesús Camacho Niño

  211-235

  • pdf (Español (España))

• Teachers’ perceptions of Content and Language Integrated Learning in primary schools in Andalucía

  Anna Szczesniak, Rosa Muñoz Luna

  237-257

  • pdf (Español (España))

• Using six thinking hats to raise intercultural awareness: A pre-experimental study

  Esim Gürsoy, Eda Nur Özcan

  259-274

  • pdf (Español (España))

• Improving lexical errors in EFL writing by using software-mediated corrective feedback The efficiency of software-mediated corrective feedback

  Rubén Chacón-Beltrán, Raymond Echitchi

  275-290

  • pdf (Español (España))

• Augmented Reality stories for language learning

  Beatriz Peña-Acuña, Alba-María Martínez-Sala

  291-306

  • pdf (Español (España))

Book review

• Individual Differences in Language Learning: A Complex Systems Theory Perspective. Carol Griffiths & Adem Soruç (2020). Palgrave Macmillan, 220 pages, ISBN 978-3-030-52900-0 (eBook).

  Emrah EKMEKCI

  • pdf (Español (España))

• Desarrollo profesional docente y capacidad de adaptación. Un marco estratégico en la cualificación del sector de especialistas de la enseñanza bilingüe. Sanz Trigueros, F. J. y Guillén Díaz, C. (2021). Ediciones Universidad de Valladolid, 199 páginas.

  Papa Mamour

  • pdf (Español (España))

• Cross-Cultural Perspectives on Technology-Enhanced Language Learning. Dara Tafazoli, M. Elena Gomez Parra, Cristina A. Huertas-Abril. IGI Global, Pennsylvania (2018). Pp. xxvii+403, ISBN: 9781522554639

  Hussein Meihami

  • pdf (Español (España))

• International Perspectives on CLIL. Hemmi, C., & Banegas, D. L. (Ed.) (2021). Palgrave, Cham, 300 pages, ISBN: 978-3-030-70094-2.

  YU YANG

  • pdf (Español (España))

• Directed Motivational Currents in L2: Exploring the Effects on Self and Communication. Nourollah Zarrinabadi, Saeed Ketabi, and Mansoor Tavakoli (eds.) (2019). Cham (Switzerland): Springer. ISBN: 2193-7648 . pp. xvii-118

  Rui Li

  • pdf (Español (España))

• Measuring Native-Speaker Vocabulary Size. I.S.P. Nation & Averil Coxhead (2021). John Benjamins, 160 pages, ISBN: 978-90-272-0814-9.

  Elena Alcalde

  • pdf