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Questioning the effectiveness of procedural repetition: the case of Spanish EFL primary school learners L2 behavior in college language learners
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 31, 2019, pags. 7-20 (2019)
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Should EFL Teachers Present Vocabulary in Semantically Related Sets?
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 23, 2015, pags. 25-40 (2015)
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Discourse and Language Learning Across L2 Instructional Settings
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In: Revista española de lingüística aplicada, ISSN 0213-2028, Vol. 26, 2013, pags. 519-522 (2013)
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Imitating English Oral Texts: a Useful Tool to Learn English Pronunciation?
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 16, 2011, pags. 49-63 (2011)
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Enseñanza de la lectura a través de phinics en el aula de Lengua Extranjera de Educación Primaria
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El programa minimalista y el inglés/castellano-euskera de las ikastolas. ...
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El programa minimalista y el inglés/castellano-euskera de las ikastolas.
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Multilingual schools: linguistic competence and motivation towards the foreign (English), the regional (Basque), and the majority (Spanish)
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"He is seated in the bank": What EFL learners notice when writing with model compositions
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Are CLIL learners simply faster or also different? Evidence from L1 use in the repair sequences and discourse markers of CLIL and EFL learners
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Investigating negotiation of meaning in EFL children with very low levels of proficiency
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A matter of age: negotiation for meaning in child and adult interactions
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A study on motivation and attitude towards language learning in young learners
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Are EFL writers motivated or demotivated by model texts and task repetition? Evidence from young collaborative writers
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Learning authentic English through video dramatization: EFL Primary School Learners
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Grammatical development throughout oral interaction tasks in primary classrooms
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