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The productive vocabulary of multimodal and unimodal English as a Foreign Language learners
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 139-153 (2022)
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| 182 |
A grammar of relationship. How Mi’kmaw verbs indicate the relationship between participants in a sentence
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| 183 |
May We Do Work that Matters, Vale la Pena: Putting Community Coyolxauhqui Together and the Anzaldúa Seminar.
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In: Kelli Zaytoun (2022)
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| 184 |
Automatic Detection of Plagiarism in Writing
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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| 185 |
Readers' Credits for Volume 21, Issue 2
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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| 186 |
“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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| 187 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 188 |
Defending Difference: Translingualism in the Composition Classroom
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In: All Graduate Plan B and other Reports (2022)
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| 189 |
Delivering on a Promise: A Longitudinal Cohort Study of Emergent Bilinguals' Academic Achievement in a Utah Dual Language Program
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In: All Graduate Theses and Dissertations (2022)
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| 190 |
Effect of Task-Based Learning on Secondary Students’ Academic Achievement and Interest in English Language Learning in Anambra State
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In: Studies in Literature and Language; Vol 24, No 1 (2022): Studies in Literature and Language; 58-64 ; 1923-1563 ; 1923-1555 (2022)
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| 191 |
“We Can’t Become Robots who Reproduce Texts”: Brazilian Students’ Narratives About the Presence of Literature in English Language Classes
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 181-210 (2022) (2022)
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| 192 |
Emotions in a Brazilian teacher’s experience report on remote English teaching during the COVID-19 pandemic
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 68-93 (2022) (2022)
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| 193 |
Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 156-180 (2022) (2022)
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| 194 |
In my shoes: empathy and critical emotional literacy in EFL lessons
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 17-36 (2022) (2022)
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| 195 |
A GENRE AND COLLOCATIONAL ANALYSIS OF THE NEAR-SYNONYMS TEACH, EDUCATE AND INSTRUCT: A CORPUS-BASED APPROACH
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In: TEFLIN Journal, Vol 33, Iss 1, Pp 75-97 (2022) (2022)
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| 196 |
TRANSLANGUAGING PRACTICES IN A TERTIARY EFL CONTEXT IN INDONESIA
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In: TEFLIN Journal, Vol 33, Iss 1, Pp 47-74 (2022) (2022)
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| 197 |
Voice in Istanbul Greek: A Language Contact Explanation
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In: Proceedings of the Workshop on Turkic and Languages in Contact with Turkic; Vol 6 (2021); 5059 ; 2641-3485 (2022)
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| 198 |
Relative gradable adjective recursion such as small small big mushrooms is more challenging for children than possessive recursion such as the deer’s friend’s sister’s mushrooms
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In: Proceedings of the Linguistic Society of America; Vol 7, No 1 (2022): Proceedings of the Linguistic Society of America; 5294 ; 2473-8689 (2022)
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| 199 |
Simplified grammar in both languages? On scope assignment in Q-Neg sentences in English-dominant heritage Chinese speakers
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In: Proceedings of the Linguistic Society of America; Vol 7, No 1 (2022): Proceedings of the Linguistic Society of America; 5228 ; 2473-8689 (2022)
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