All Stories

  1. Exploring the interplay of growth mindset, mindfulness, and L2 self-efficacy in second language achievement: a mixed-methods study
  2. Book review
  3. Effects of pedagogical intervention on Chinese EFL learners' use of motivational regulation strategies and oral English proficiency improvement
  4. The mediating role of mindfulness and emotion regulation in the relationship between teacher self-compassion and work engagement among EFL teachers: A serial mediation model
  5. Developing and validating an L2 writing willingness to communicate scale: A sequential embedded mixed-methods approach
  6. Developing and validating instruments for measuring English-as-a-second/Foreign-Language (L2) learners’ metaphor awareness
  7. Investigating EFL teachers’ research engagement at the time of curriculum reform: the development and validation of the teachers’ research engagement questionnaire
  8. Book review
  9. Validating a new method for assessing young foreign language learners’ metacognitive knowledge
  10. The influence of mentorship and working environments on foreign language teachers’ research motivation in China
  11. Metacognitive Instruction for Improving the Effectiveness of Collaborative Writing for EFL Learners’ Writing Development
  12. Exploring the profiles of foreign language learners’ writing self-regulation: focusing on individual differences
  13. EFL students' syntactic complexity development in argumentative writing:A latent class growth analysis (LCGA) approach
  14. Applications of Psycho-emotional Traits in Technology-Based Language Education (TBLE): An Introduction to the Special Issue
  15. A new look at language mindset, achievement goals and L2 emotions: the case of Chinese university students
  16. Examining Second Language (L2) Learners’ Engagement with AWE-Teacher Integrated Feedback in a Technology-Empowered Context
  17. Engaging secondary school students with peer feedback in L2 writing classrooms: A mixed-methods study
  18. Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning
  19. Understanding doctoral students’ needs for thesis discussion writing and supervisory curriculum development: a sociocultural theory perspective
  20. Investigating the relationship between metastrategy use and task engagement in an EFL context: a structural equation modeling approach
  21. Investigating students’ cognitive processes in generative AI-assisted digital multimodal composing and traditional writing
  22. Review of “Conducting genre-based research in applied linguistics: A methodological guide”
  23. Implementing feedback literacy practices through self-sssessment and peer feedback
  24. Book review
  25. Investigating synchronous and asynchronous written corrective feedback in a computer-assisted environment: EFL learners’ linguistic performance and perspectives
  26. Examining L2 studentsʼ development of global cohesion and its relationship with their argumentative essay quality
  27. Teacher well-being matters: The case of students’ motivation on their own perceptions of native and non-native English speaker teachers
  28. Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance
  29. Investigating the Effects of Chinese University Students’ Online Engagement on Their EFL Learning Outcomes
  30. The English Reading Enjoyment Scale and its preliminary evidence of psychometric properties
  31. “Good for me to Leave it for Good”: A Longitudinal Study on How Emotion Labor in Teaching Contributes to a Beginning EFL Teacher's Resignation
  32. Examining the relationship between English as a foreign language learners' cognitive abilities and L2 grit in predicting their writing performance
  33. Lexical cohesion development in English as a foreign language learners' argumentative writing: A latent class growth model approach
  34. Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge
  35. A cross-lagged panel analysis of self-efficacy, teacher grit, teaching enjoyment, and work engagement among foreign language teachers
  36. Exploring native and non-native English speaker teachers’ perceptions of English teacher qualities and their students’ responses
  37. Effects of cognitive task complexity and online planning on second language learners’ argumentative writing
  38. The Structure and Characteristics of Chinese University English Teachers’ Identities: Toward a Sustainable Language Pedagogy
  39. Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment
  40. Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers
  41. Effects of mobile-supervised question-driven collaborative dialogues on EFL learners’ communication strategy use and academic oral English performance
  42. Book review
  43. Effects of teacher explicit instruction in stance-taking on students’ perceptions of stance and on their academic writing beliefs
  44. Development and validation of a genre-based second language (L2) writing self-efficacy scale
  45. Understanding knowledge construction in a Chinese university EMI classroom: A translanguaging perspective
  46. Understanding teachers' online professional learning: A “community of inquiry” perspective on the role of Chinese middle school teachers’ sense of self-efficacy, and online learning achievement
  47. Understanding the impact of teacher feedback on EFL students’ use of self-regulated writing strategies
  48. The Routledge Handbook of Materials Development for Language Teaching
  49. Self-regulation and student engagement with feedback: The case of Chinese EFL student writers
  50. Student Engagement in the Language Classroom, PhilHiver, Ali H.Al‐Hoorie, SarahMercer (Eds). Bristol, England: Multilingual Matters, 2021. Pp. xvii+300.
  51. Variability of Language Aptitude and Working Memory in EFL Learners’ Listening Development
  52. Developing the Metacognitive Awareness of Grit Scale for a better understanding of learners of English as a foreign language
  53. The Development of Accuracy and Fluency in Second Language (L2) Speaking Related to Self-Efficacy Through Online Scaffolding: A Latent Growth Curve Modeling Analysis
  54. Improving EFL students’ stance-taking in academic writing with SFL-based instruction: A qualitative inquiry
  55. The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students’ affective learning: The mediating role of instructor understanding
  56. The ideological underpinnings in university English textbooks in China: A critical discourse analysis and corpus linguistics approach
  57. What two decades of research into L2 listening in System tells us: Looking back for looking forward
  58. Examining the Relationships between Feedback Practices and Learning Motivation
  59. A multidimensional approach to assessing the effects of task complexity on L2 students’ argumentative writing
  60. Conclusions, Limitations, and Implications for Using TAPs
  61. Discussion
  62. Introduction
  63. Literature Review
  64. Methodology
  65. Reactivity: Results From Qualitative Analyses of Reflections
  66. Reactivity: Results from Quantitative Analyses of Performance
  67. Veridicality: Results from Comparison of Reports
  68. Veridicality: Results from Qualitative Analyses of Reflections
  69. Think-Aloud Protocols in Second Language Writing
  70. Editorial: Language teacher psychology: New perspectives in multilingual contexts
  71. Deepening the Understanding of Translanguaging as a Practical Theory of Language: A Conversation with Professor Li Wei
  72. Understanding assessment tasks: Learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks for TBLT implementation
  73. Facilitating L2 writers’ metacognitive strategy use in argumentative writing using a process-genre approach
  74. Exploring classroom-based assessment for young EFL learners in the Chinese context: Teachers’ beliefs and practices
  75. L2 learners’ self-regulated learning strategies and self-efficacy for writing achievement: A latent profile analysis
  76. Sustaining Learners’ Writing Development: Effects of Using Self-Assessment on Their Foreign Language Writing Performance and Rating Accuracy
  77. Strategic competence, task complexity, and foreign language learners’ speaking performance: a hierarchical linear modelling approach
  78. Speech competence and speech performance
  79. Translanguaging genre pedagogy: implications for teaching business communication in the Greater Bay Area
  80. Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach
  81. Exploring teachers’ attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing
  82. L2 Writing
  83. Translanguaging in Language Teaching and Learning: Current Practices and Future Directions
  84. Researching Translanguaging as a Feasible Pedagogical Practice: Evidence from Chinese English-as-a-Foreign-Language Students’ Perceptions
  85. Examining the effects of English as a foreign language student-writers’ metacognitive experiences on their writing performance
  86. Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context
  87. Effects of Teacher Engagement on Students’ Achievement in an Online English as a Foreign Language Classroom: The Mediating Role of Autonomous Motivation and Positive Emotions
  88. Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking
  89. Emotional Labor in Teaching Chinese as an Additional Language in a Family-Based Context in New Zealand: A Chinese Teacher’s Case
  90. Influence of Mentorship and the Working Environment on English as a Foreign Language Teachers’ Research Productivity: The Mediation Role of Research Motivation and Self-Efficacy
  91. Investigating Effects of Small-Group Student Talk on the Quality of Argument in Chinese Tertiary English as a Foreign Language Learners’ Argumentative Writing
  92. Uncovering Chinese ESL students’ reading anxiety in a study-abroad context
  93. Translingual Practices and English as an Additional Language: A Conversation with Professor Suresh Canagarajah
  94. The effect of feedback on metacognitive strategy use in EFL writing
  95. Understanding Novice and Experienced Teachers’ Cognitions and Practices for Sustainable Teacher Development: The Case of Form-Focused Instruction in English Language Teaching
  96. Development of metacognitive knowledge and morphological awareness: a longitudinal study of ethnic minority multilingual young learners in China
  97. Chang, P. C., & Zhang, L. J. (2022, in press). Variability of language aptitude and working memory in EFL learners’ listening development
  98. Effects of Translanguaging in Online Peer Feedback on Chinese University English-as-a-Foreign-Language Students’ Writing Performance
  99. Book review
  100. The Effect of First Language Transfer on Second Language Acquisition and Learning: From Contrastive Analysis to Contemporary Neuroimaging
  101. Teachers Helping EFL Students Improve Their Writing Through Written Feedback: The Case of Native and Non-native English-Speaking Teachers' Beliefs
  102. Book review
  103. Authoring Selves in Language Teaching: A Dialogic Approach to Language Teacher Psychology
  104. Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance
  105. A Review of Studies on Teacher Cognition and Approaching Teacher Cognition from the Perspective of Dialogism
  106. Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance
  107. Conclusion
  108. Defining Teacher Cognition and the Research Context
  109. Individual Teachers’ Stories: Teacher Cognition of EFL Writing
  110. Patterns and Differences in Teachers’ Cognition about EFL Writing
  111. Setting the Scene for Researching EFL Writing Teacher Cognition
  112. Teacher Cognition Formation and Reformation Processes and Its Relationship to Teaching Practice
  113. Teaching Writing in English as a Foreign Language
  114. International students’ language socialization in an English-medium university
  115. Curriculum Innovation in Language Teacher Education: Reflections on the PGDELT Program’s Contributions to EFL Teachers’ Continuing Professional Development
  116. Book Review
  117. Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction
  118. Corrigendum to: Can Self-Regulation be Transferred to Second/Foreign Language Learning and Teaching? Current Status, Controversies, and Future Directions
  119. Development and validation of the questionnaire on EFL students’ perceptions of authorial stance in academic writing
  120. Examining the effects of comprehensive written corrective feedback on L2 EAP students’ linguistic performance: A mixed-methods study
  121. Effects of an Engaging Process-Genre Approach on Student Engagement and Writing Achievements
  122. Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement
  123. Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model
  124. Implementing Assessment for Learning (AfL) in Chinese university EFL classes: Teachers’ values and practices
  125. Using Assessment for Learning: Multi-Case Studies of Three Chinese University English as a Foreign Language (EFL) Teachers Engaging Students in Learning and Assessment
  126. Investigating Students' Metacognitive Experiences: Insights From the English as a Foreign Language Learners' Writing Metacognitive Experiences Questionnaire (EFLLWMEQ)
  127. Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions
  128. Corrigendum: Impacts of Self-Regulated Strategy Development-Based Revision Instruction on English-as-a-Foreign-Language Students' Self-Efficacy for Text Revision: A Mixed-Methods Study
  129. Teacher Engagement in Language Teaching: Investigating Self-Efficacy for Teaching Based on the Project “Sino-Greece Online Chinese Language Classrooms”
  130. Becoming a translation teacher
  131. Sustaining University English as a Foreign Language Learners’ Writing Performance through Provision of Comprehensive Written Corrective Feedback
  132. Implementing Classroom-Based Assessment for Young EFL Learners in the Chinese Context: A Case Study
  133. Impacts of Self-Regulated Strategy Development-Based Revision Instruction on English-as-a-Foreign-Language Students' Self-Efficacy for Text Revision: A Mixed-Methods Study
  134. EXAMINING THE RELATIVE EFFECTS OF TASK COMPLEXITY AND COGNITIVE DEMANDS ON STUDENTS’ WRITING IN A SECOND LANGUAGE
  135. Can Self-Regulation be Transferred to Second/Foreign Language Learning and Teaching? Current Status, Controversies, and Future Directions
  136. Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks
  137. Dominance of Anglo-American cultural representations in university English textbooks in China: a corpus linguistics analysis
  138. University Teachers' Teaching Style and Their Students' Agentic Engagement in EFL Learning in China: A Self-Determination Theory and Achievement Goal Theory Integrated Perspective
  139. Book Review: Pedagogies and Policies for Publishing Research in English: Local Initiatives Supporting International Scholars
  140. Supporting Learner Success: Revisiting Strategic Competence Through Developing an Inventory for Computer-Assisted Speaking Assessment
  141. Metacognitive Instruction for Sustainable Learning: Learners’ Perceptions of Task Difficulty and Use of Metacognitive Strategies in Completing Integrated Speaking Tasks
  142. Effects of a xu-argument based iterative continuation task on an EFL learner’s linguistic and affective development: Evidence from errors, self-initiated error corrections, and foreign language learning attitude
  143. Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students’ individual writing: A quasi-experimental study
  144. Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students
  145. Understanding the Sustainable Growth of EFL Students’ Writing Skills: Differences between Novice and Expert Writers in Their Use of Lexical Bundles in Academic Writing
  146. Sustainable Development of Students’ Learning Capabilities: The Case of University Students’ Attitudes towards Teachers, Peers, and Themselves as Oral Feedback Sources in Learning English
  147. Book Review: Fluency in L2 Learning and Use (Second Language Acquisition Series, Vol. 138)
  148. Fostering Stance-Taking as a Sustainable Goal in Developing EFL Students’ Academic Writing Skills: Exploring the Effects of Explicit Instruction on Academic Writing Skills and Stance Deployment
  149. A Sociocultural Perspective on English-as-a-Foreign-Language (EFL) Teachers’ Cognitions About Form-Focused Instruction
  150. Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models
  151. Sustainability as a Goal in Teaching Workforce Retention: Exploring the Role of Teacher Identity Construction in Preservice Teachers’ Job Motivation
  152. Teacher Written Feedback on English as a Foreign Language Learners’ Writing: Examining Native and Nonnative English-Speaking Teachers’ Practices in Feedback Provision
  153. A CDST Perspective on Variability in Foreign Language Learners’ Listening Development
  154. Teacher Learning as Identity Change: The Case of EFL Teachers in the Context of Curriculum Reform
  155. Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English
  156. Book review
  157. Learners’ satisfaction with native and non-native English-speaking teachers’ teaching competence and their learning motivation: a path-analytic approach
  158. Dialogic Discussion as a Platform for Constructing Knowledge: Student-teachers’ Interaction Patterns and Strategies in Learning to Teach English
  159. Book review
  160. Small-Group Student Talk Before Individual Writing in Tertiary English Writing Classrooms in China: Nature and Insights
  161. Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19
  162. Associations of L1-to-L2 rhetorical transfer with L2 writers’ perception of L2 writing difficulty and L2 writing proficiency
  163. Contracting Students for the Reduction of Foreign Language Classroom Anxiety: An Approach Nurturing Positive Mindsets and Behaviors
  164. Book Review
  165. Collaborating with ‘familiar’ strangers in mobile-assisted environments: The effect of socializing activities on learning EFL writing
  166. Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference?
  167. A Multidimensional Perspective on Individual Differences in Multilingual Learners’ L2 Chinese Speech Production
  168. Teacher Cognition about Sources of English as a Foreign Language (EFL) Listening Anxiety: A Qualitative Study
  169. Teacher Metacognitions About Identities: Case Studies of Four Expert Language Teachers in China
  170. Think-aloud protocols
  171. English as a foreign language writers’ metacognitive strategy knowledge of writing and their writing performance in multimedia environments
  172. Effects of the interface categories on the acquisition patterns of English reflexives among learners of English as a foreign language
  173. L2 doctoral students’ experiences in thesis writing in an English-medium university in New Zealand
  174. Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study
  175. Chapter 8. Peter Skehan’s influence in research on task difficulty
  176. Language learning strategy research in System: Looking back and looking forward
  177. A Comparative Study of Two Scales for Foreign Language Classroom Enjoyment
  178. The orthographic depth and promotion of students with learning disabilities
  179. The reactivity of think-alouds in writing research: quantitative and qualitative evidence from writing in English as a foreign language
  180. Developing translator competence: understanding trainers’ beliefs and training practices
  181. EL1 and EL2 doctoral students’ experience in writing the discussion section: A needs analysis
  182. The Sociocultural Activity of High Stakes Standardised Language Testing: TOEIC Washback in a South Korean Context
  183. Types of metaphors and mechanisms of comprehension
  184. Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context
  185. Assessing student-writers’ self-efficacy beliefs about text revision in EFL writing
  186. Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching
  187. The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement
  188. Resolving the Terminological Mishmash in Teaching Link Words in EFL Writing
  189. Understanding novice teachers’ perceived challenges and needs as a prerequisite for English curriculum innovation
  190. Complexity Theory and Language Development: In Celebration of Diane Larsen-Freeman
  191. Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language
  192. Understanding Chinese Multilingual Scholars' Experiences of Publishing Research in English
  193. Effects of recasts and form-focused instruction on the acquisition of novel vocabulary
  194. The effects of code-switched reading tasks on late-bilingual EFL learners' vocabulary recall, retention and retrieval
  195. Effects of Task Complexity and Planning Conditions on L2 Argumentative Writing Production
  196. Evaluating ELT multimedia courseware from the perspective of cognitive theory of multimedia learning
  197. Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language
  198. Effects of different language environments on Chinese graduate students' perceptions of English writing and their writing performance
  199. An intercultural analysis of the use of hedging by Chinese and Anglophone academic English writers
  200. Exploring student teachers' motivation change in initial teacher education: A Chinese perspective
  201. Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education
  202. Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers’ Cognitions about Principles of Curriculum Design and Their Own Roles
  203. Implementing English-medium instruction (EMI) in China: teachers’ practices and perceptions, and students’ learning motivation and needs
  204. 探讨国际化背景下CSL/CFL的课堂教学 策略再分类及其设计与实施 On the Reclassification and Implementation of Strategies for Teaching CSL/CFL in the Context of Globalization
  205. A Questionnaire-Based Validation of Multidimensional Models of Self-Regulated Learning Strategies
  206. Development and Validation of the Speaking Strategy Inventory for Learners of Chinese (SSILC) as a Second/Foreign Language
  207. Taking Stock of the Effects of Strategies-Based Instruction on Writing in Chinese and English in Singapore Primary Classrooms
  208. The use of metadiscourse for knowledge construction in Chinese and English research articles
  209. Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication
  210. China English in trouble: Evidence from dyadic teacher talk
  211. Fostering Strategic Learning: The Development and Validation of the Writing Strategies for Motivational Regulation Questionnaire (WSMRQ)
  212. Erratum to “Reactivity of concurrent verbal reporting in second language writing” [J. Second Lang. Writ. 24 (2014) 51–70]
  213. Short- and Long-Term Effects of Rote Rehearsal on ESL Learners' Processing of L2 Collocations
  214. Reactivity of concurrent verbal reporting in second language writing
  215. The impact of metacognitive scaffolding and monitoring on reading comprehension
  216. EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes
  217. Analysis of Test Takers’ Metacognitive and Cognitive Strategy Use and EFL Reading Test Performance:A Multi-Sample SEM Approach
  218. Second Language Research on Recasts: A Critical Review in Response to an Ongoing Debate
  219. 系统论视角的大学英语教育绩效评估
  220. The role of incidental unfocused prompts and recasts in improving English as a foreign language learners' accuracy
  221. Second language writing as and for second language learning
  222. Language Teachers and Teaching
  223. Learning in school–university partnership: sociocultural perspectives
  224. Effects of an input–output mapping practice task on EFL learners' acquisition of two grammatical structures
  225. Development and Validation of the Test Takers’ Metacognitive Awareness Reading Questionnaire (TMARQ)
  226. Relationships between Chinese College Test Takers’ Strategy Use and EFL Reading Test Performance: A Structural Equation Modeling Approach
  227. Are alphabetic language -derived models of L2 reading relevant to L1 logographic background readers?
  228. Language Teaching Research and Language Pedagogy
  229. Effects of the Manipulation of Cognitive Processes on EFL Writers' Text Quality
  230. Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer
  231. The Handbook of Language Teaching - Edited by Michael H. Long and Catherine J. Doughty
  232. Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing
  233. Book reviews
  234. A Dynamic Metacognitive Systems Account of Chinese University Students' Knowledge About EFL Reading
  235. Negotiating language, literacy and identity: A sociocultural perspective on children’s learning strategies in a multilingual ESL classroom in Singapore
  236. Metalinguistic Filters Within the Bilingual Language Faculty: A Study of Young English-Chinese Bilinguals
  237. A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English
  238. The Role of Vocabulary in Reading Comprehension
  239. Reading Strategies and Approaches to Learning of Bilingual Primary School Pupils
  240. Book Review
  241. A Review of: “Dialogue with Bakhtin on Second and Foreign Language Learning: New Perspectives”
  242. Constructivist pedagogy in strategic reading instruction: exploring pathways to learner development in the English as a second language (ESL) classroom
  243. Language Learning Strategies, Motivation and EFL Proficiency: A Study of Chinese Tertiary-level Non-English Majors
  244. Book Review
  245. Investigating Language Learner Strategies among Lower Primary School Pupils in Singapore
  246. Reforming a Teacher Education Program for PRC EFL Teachers in Singapore: Sociocultural Considerations and Curriculum Evolution
  247. Awareness-Raising in the TEFL Phonology Classroom
  248. Research Into Chinese Efl Learner Strategies: Methods, Findings and Instructional Issues
  249. Metamorphological Awareness and EFL Students' Memory, Retention, and Retrieval of English Adjectival Lexicons
  250. METAMORPHOLOGICAL AWARENESS AND EFL STUDENTS' MEMORY, RETENTION, AND RETRIEVAL OF ENGLISH ADJECTIVAL LEXICONS
  251. Awareness in Reading: EFL Students' Metacognitive Knowledge of Reading Strategies in an Acquisition-poor Environment
  252. Exploring Variability in Language Anxiety: Two Groups of Prc Students Learning Esl in Singapore
  253. A canon of wider choice