Vol. 7 Núm. 2 (2023)

Articles

• CHUNKS IN L2 WRITING: PEDAGOGICAL IMPLICATIONS FROM GERMAN UNIVERSITY LANGUAGE ENTRANCE EXAMS

  Sandra McGury, Nadja Wulff

  • PDF (inglés)

• THE ROLES OF DISCOURSE MARKERS IN DISCOURSE

  Pham Ngoc Diem

  • PDF (inglés)

• INVESTIGATING EFL TEACHERS’ PERCEPTIONS OF IMPLEMENTING ACTIVE LEARNING TECHNIQUES IN TEACHING SPEAKING

  Le Hoang Minh, Nguyen Thuy Thuy Duong

  • PDF (inglés)

• INVESTIGATING CHALLENGES FACED BY EFL TEACHERS AT BLIDA PRIMARY SCHOOLS IN ALGERIA

  Ridha Rouabhia

  • PDF (inglés)

• EFL HIGH-SCHOOL TEACHERS’ PRACTICES OF STRATEGIES FOR CRITICAL THINKING INSTRUCTION IN WRITING CLASSES

  Nguyen Thi Hong Duyen, Nguyen Thi Khanh Doan

  • PDF (inglés)

• ENHANCING COMPREHENSION AND MOTIVATION IN LOWER LEVEL ECUADOR EFL STUDENTS: AN ACTION RESEARCH STUDY OF THREE READING STRATEGIES AT UNAE

  Julia Sevy-Biloon, Tania Cajamarca Alvear, Andrea Avila Mendez

  • PDF (inglés)

• A COME-BACK TO LISTENING IN THE EFLT: THE SOLICITED BUT NEGLECTED SKILL

  Najib Slimani, Nada El Idrissi Moubtassim

  • PDF (inglés)

• TRANSLATION IN LANGUAGE LEARNING AND TEACHING: FROM A SUB ROSA PRACTICE INTO A BEDROCK OF GLOBAL EDUCATION POLICY

  Anwar Ben Moqadem, Bani Koumachi

  • PDF (inglés)