Vol 2, No 4 (2017)

Articles

• L1 INTERFERING AND L2 DEVELOPMENTAL WRITING ERRORS AMONG IRANIAN EFL LEARNERS

  Hooshang Khoshsima, Hassan Banaruee

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• THE CONTRAST AND THE FUNCTION OF THE GENDER ALBANIAN TO ENGLISH LANGUAGE

  Shkelqim Millaku, Xhevahire Topanica

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• TEACHER BELIEFS ABOUT CRITICAL READING STRATEGIES IN ENGLISH AS A FOREIGN LANGUAGE CLASSES IN MEKONG DELTA INSTITUTIONS, VIETNAM

  Le Trung Kien, Nguyen Buu Huan

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• TEACHERS’ PERCEPTIONS AND USE OF ENGLISH HEDGES IN CLASSROOM FOR DEVELOPING EFL LEARNERS’ PRAGMATIC COMPETENCE

  Bui Thi Kim Hang

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• EFL TEACHERS’ PERCEPTIONS TOWARDS THE USE OF CEFR-V

  Nguyen Ngoc Tiep

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• HOW TO MOTIVATE DE-MOTIVATED JAPANESE COLLEGE EFL LEARNERS

  Yuichi Todaka

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• AN EVALUATION OF ENGLISH TEXTBOOK AT MATRICULATION LEVEL IN MULTAN DIVISION, PAKISTAN

  Sadia Gulzar

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• ENGLISH TEACHERS’ PERCEPTIONS TOWARD DIFFICULTIES FACED BY LEARNERS OF ENGLISH AT BIOLOGY DEPARTMENT

  Intakhab Alam Khan

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• THE IMPACT OF DIFFERENT LOADS OF INVOLVEMENT ON EFL STUDENTS’ INCIDENTAL LEARNING OF IDIOMS

  Mehrnoush Ataafarin, Ghasem Aghajanzadeh Kiasi

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• EFFECTS OF VIDEO-PODCASTS ON LISTENING COMPREHENSION OF SAUDI EFL LEARNERS

  Shahid Hussain Shahid, Zuraina Ali

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• WRITING VIOLENCE INTO PERSPECTIVE: A 21ST CENTURY ZIMBABWEAN SHORT STORY GENRE APPROACH

  Sibanda Nhlanhla, Hadebe LillieBeth, Maposa Angela

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