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1	Apprentissage phonologique pluriel dans une perspective didactique plurilingue
	Rolland, Yvon
	In: ISSN: 1958-5772 ; Recherches en Didactique des Langues et Cultures - Les Cahiers de l'Acedle ; https://hal.univ-reunion.fr/hal-01168543 ; Recherches en Didactique des Langues et Cultures - Les Cahiers de l'Acedle, Association des chercheurs et enseignants didacticiens des langues étrangères 2013, 10 (1), pp.29--47. ⟨10.4000/rdlc.1497⟩ (2013)
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2	English Language Learning Strategies Used By University Students: A Case Study Of English And Business English Major At Suan Sunandha Rajabhat In Bangkok ...
	Pranee Pathomchaiwat. - : Zenodo, 2013
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3	English Language Learning Strategies Used By University Students: A Case Study Of English And Business English Major At Suan Sunandha Rajabhat In Bangkok ...
	Pranee Pathomchaiwat. - : Zenodo, 2013
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4	Online strategy instruction for vocabulary depth-of-knowledge and web-based dictionary skills
	Ranalli, Jim
	In: English Publications (2013)
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5	Commitment in learning plans: fostering learner autonomy in the second language classroom and beyond
	Schuster, Susann. - : Sydney, Australia : Macquarie University, 2013
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6	Personality types and languages learning strategies: chameleons changing colours
	Liyanage, Indika; Bartlett, Brendan. - : Elsevier, 2013
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7	Estrategias de aprendizaje en la interacción oral: una comparación de la influencia de la cultura de origen
	Acosta Ortega, Laura. - 2013
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8	An Analysis of English Language Learning Instruction Provided in Teacher Education and Inservice Training Programs for General and Special Educators
	Sedano, Lidia E.
	In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2013)
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9	Fragile civility: an evangelical American school meets Korean educational sojourners in neoliberal time
	Park, Hye-Young. - 2013
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10	O ensino-aprendizagem de língua inglesa como LE através de videogames não didáticos
	Oliveira, Karoline Schulze de; Campos, Marlon Sergio Felippe. - : Universidade Tecnológica Federal do Paraná, 2013. : Curitiba, 2013. : Departamento Acadêmico de Comunicação e Expressão; Departamento Acadêmico de Línguas Estrangeiras Modernas, 2013
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11	Aspects of language socialization of English native speakers in Austria
	Nather, Olga. - 2013
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12	Strategy use of Russian pre-service TEFL university students: using a strategy inventory for program effectiveness evaluation
	Zareva, Alla
	In: International Journal of English Studies; Vol. 13 No. 1 (2013): Open Issue; 69-88 ; International Journal of English Studies; Vol. 13 Núm. 1 (2013): Open Issue; 69-88 ; 1989-6131 ; 1578-7044 (2013)
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13	Earnest Practices in Writing Processes
	Arango Herrera, Margarita
	In: Gist: Revista Colombiana de Educación Bilingüe, ISSN 1692-5777, Vol 7, 2013, pags. 115-133 (2013)
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14	Promoting awareness and regulation of social and affective behaviours during L2 speaking tasks through written reflection
	Hannigan, Patricia. - 2013
	Abstract: This small scale action research explored the use of guided written reflection as a means to assist learners to gain self-awareness of their social and affective strategic behaviours during classroom speaking tasks, to improve collaboration, and to increase oral output. Four research questions addressed: (1) the social and affective strategies learners use to complete classroom speaking tasks, (2) the changes in social and affective strategies that learners demonstrate in written reflections over four weeks, (3) whether there is a difference in the amount of oral output produced by the experimental group (EG) and the comparison group (CG), and (4) the EG group members’ perceptions of the reflection process. Two groups of English as an additional language (EAL) learners completed eight dyadic classroom speaking tasks. Immediately after completing each task, five EG participants responded in writing to questions in a reflection journal addressing emotions, vocabulary, interactions with interlocutors, and strategic goals; the six CG participants were not provided with the same opportunity to reflect. In the EG, over four weeks, the strategy justifying performance decreased, while complimenting increased. Although EG participants’ oral production did not increase, part E of Oxford’s (1989) SILL showed a significant increase in I encourage myself to speak. Of fourteen participants who completed a final anonymous questionnaire, 64% felt that the reflection process helped them to speak more, and 93% felt that it helped them to work effectively with their classmates. ; Graduate ; 290 ; 525 ; 633
	Keyword: Action research; Affective strategies; Language learning strategies; Oral output; Second language acquisition; Social Strategies; Speaking; Written reflection
	URL: http://hdl.handle.net/1828/4515
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15	TEACHER'S PERCEIVED CHARACTERISTICS AND PREFERENCES OF MOTIVATIONAL STRATEGIES IN THE LANGUAGE CLASSROOM
	Winda Hapsari
	In: TEFLIN Journal, Vol 24, Iss 2, Pp 113-134 (2013) (2013)
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16	TEACHER’S PERCEIVED CHARACTERISTICS AND PREFERENCES OF MOTIVATIONAL STRATEGIES IN THE LANGUAGE CLASSROOM
	Winda Hapsari
	In: TEFLIN Journal, Vol 24, Iss 2, Pp 113-134 (2013) (2013)
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17	POSITIVE VERSUS NEGATIVE COMMUNICATION STRATEGIES IN TASK-BASED LEARNING
	Siti Rohani
	In: TEFLIN Journal, Vol 24, Iss 2, Pp 158-179 (2013) (2013)
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18	POSITIVE VERSUS NEGATIVE COMMUNICATION STRATEGIES IN TASK-BASED LEARNING
	Siti Rohani
	In: TEFLIN Journal, Vol 24, Iss 2, Pp 158-179 (2013) (2013)
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