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Teacher cognition in EFL teaching: A study of non-native English- speaking teachers of English for Arabic-speaking students in Egypt with a particular focus on vocabulary
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A sociocultural approach to language teacher identity: Iranian public school and private language institute EFL teachers
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Utilising concept-based instruction in teaching pragmatics: Exploring the development of requesting behaviour of Iraqi Arabic-speaking EFL learners
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Mediation and Reciprocity: ESL Learner Writing Development through Error Correction
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Being Polite in Conversation: Power, Distance, and Self-Esteem in Persian Requests
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Sie or du? Developing Sociopragmatic Capacity in German through Concept-Based Pragmatics Instruction
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University Study Abroad in New Zealand: Identity, Ideology, and Investment in English Language Learning
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Motivation, Learner Attrition, and the L2 Motivational Self System: A New Zealand Study of Heritage and Non-Heritage University Language Learners
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Investigating and Enhancing Willingness to Communicate and Motivational Self-System of Yemeni Rural EFL Learners
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Intercultural Communicative Language Teaching: Enhancing awareness and practice through cultural portfolio projects
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The effectiveness of written CF for L2 development: a mixed-method study of written CF types, error categories and proficiency levels
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Guo, Qi. - : Auckland University of Technology, 2015
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Textual borrowing in an English for Academic Purposes class: Knowledge, practices and beliefs
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Self-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation
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Grounded narrative inquiry into language teacher cognition: Stories and case studies on English language teaching in South Korea
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Student and teacher beliefs about written CF and the effect those beliefs have on uptake: a multiple case study of Laos and Kuwait
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A model of motivation for extensive reading in Japanese as a foreign language
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Patterns in conversations between Japanese students and New Zealand homestay parents
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