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"I just need more time": a study of native and non-native students' requests to faculty for an extension
In: Multilingua. - Berlin ; Boston : De Gruyter Mouton 29 (2010) 1, 77-118
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What lies beneath?: Verbal report in interlanguage requests in English
In: Multilingua. - Berlin ; Boston : De Gruyter Mouton 29 (2010) 1, 1-27
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3
L1 and L2 strategy use in reading comprehension of Chinese EFL readers
In: Reading psychology. - Philadelphia, Pa. : Taylor & Francis 31 (2010) 1, 1-29
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4
Remediating reading comprehension difficulties: a cognitive processing approach
In: Reading psychology. - Philadelphia, Pa. : Taylor & Francis 31 (2010) 5, 428-453
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5
A case study on an item writing process: use of test specifications, nature of group dynamics, and individual item writers' characteristics
In: Language assessment quarterly. - New York, NY [u.a.] : Routledge, Taylor and Francis Group 7 (2010) 2, 160-174
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6
Grading between the lines: what really impacts professors' holistic evaluation of ESL graduate student writing?
In: Language assessment quarterly. - New York, NY [u.a.] : Routledge, Taylor and Francis Group 7 (2010) 3, 219-233
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7
Awareness of L1/L2 differences: does it matter?
In: Language awareness. - Abingdon : Routledge 19 (2010) 2, 129-146
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8
Fluency and anxiety in self-access speaking tasks: the influence of environment
In: Computer assisted language learning. - Colchester [u.a.] : Taylor & Francis 23 (2010) 4, 361-375
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9
How can the use of blog software facilitate the writing process of English language learners?
In: Computer assisted language learning. - Colchester [u.a.] : Taylor & Francis 23 (2010) 3, 183-197
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10
Massively multiplayer online role-playing games as arenas for second language learning
In: Computer assisted language learning. - Colchester [u.a.] : Taylor & Francis 23 (2010) 5, 429-439
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11
The development of meaningful interactions on a blog used for the learning of English as a foreign language
In: Recall. - Cambridge [u.a.] : Cambridge Univ. Press 22 (2010) 3, 376-395
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12
Online reading: a preliminary study of the impact of integrated and split-attention formats on L2 students' cognitive load
In: Recall. - Cambridge [u.a.] : Cambridge Univ. Press 22 (2010) 3, 356-375
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13
Development of sensitivity to phonological context in learning to spell in English : evidence from Russian ESL speakers
In: Written language and literacy. - Amsterdam [u.a.] : Benjamins 13 (2010) 1, 99-117
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14
Taking risks?: A case study of three doctoral students writing qualitative dissertations at an American university in Japan
In: Journal of second language writing. - Amsterdam ˜[u.a]œ : Elsevier 19 (2010) 1, 1-16
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15
Searching for words: one strategic use of the mother tongue by advanced Spanish EFL writers
In: Journal of second language writing. - Amsterdam ˜[u.a]œ : Elsevier 19 (2010) 2, 61-81
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16
Deliberate false provisions: the use and usefulness of models in learning academic writing
In: Journal of second language writing. - Amsterdam ˜[u.a]œ : Elsevier 19 (2010) 1, 33-48
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17
Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback
In: Journal of second language writing. - Amsterdam ˜[u.a]œ : Elsevier 19 (2010) 4, 207-217
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18
The role of phonological decoding in second language word-meaning inference
In: Applied linguistics. - Oxford : Oxford Univ. Press 31 (2010) 4, 513-531
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19
Lexical diversity in writing and speaking task performances
In: Applied linguistics. - Oxford : Oxford Univ. Press 31 (2010) 2, 236-259
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20
The effects of repetition and L1 lexicalization on incidental vocabulary acquisition
In: Applied linguistics. - Oxford : Oxford Univ. Press 31 (2010) 5, 693-713
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