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Vol. 5 No. 3 (2019)
Vol. 5 No. 3 (2019)
Published:
2019-11-30
Full Issue
PDF
Articles
On the Impacts of Pressured vs. Unpressured Online Task Planning on EFL Students’ Oral Production in Classroom and Testing Contexts
Vahid Panahzadeh, Bita Asadi
341-352
PDF
Correlates of Listening Comprehension in L1 and L2: A Meta-analysis
Tuncay Karalık, Ali Merç
353-383
PDF
Corrective Feedback on Writing in EFL Context: Comparison of Two Approaches
Mine Gündüz Kartal, Derin Atay
385-401
PDF
Integration of Task-based Language Assessment into Young Learner Classrooms
İskender Hakkı Sarıgöz, Fatıma Nur Fişne
403-422
PDF
Pre-service Language Teachers’ Use of Social Networking Sites for Language Learning: A Quantitative Investigation
Osman Solmaz
423–439
PDF
Variations in the Citation Use and Perceptions in Writing the Literature Review by EFL Postgraduates
Nayef Jomaa Jomaa, Siti Jamilah Bidin
441–460
PDF
Using Contrastive Terminology Analysis in Teaching a Foreign Language
Chunxiang Wu, Jennifer Baccanello
461–471
PDF
It was found that…: Introductory it Patterns by Native and Non-Native Authors
Fatih Güngör
473–493
PDF
The Role of Psychological Capital in Language Learners’ Willingness to Communicate, Motivation, and Achievement
Gholam Hassan Khajavy, Hossein Makiabadi, Samaneh Abdi Navokhi
495–513
PDF
Enhancing Critical Awareness through Socratic Pedagogy
Seher Balbay
515–536
PDF
Book Reviews
Review of Linguistic Pragmatics of Intercultural Professional and Business Communication
Cüneyt Demir
537–541
PDF
Review of Corpus Linguistics for Vocabulary: A Guide for Research
Amare Tesfie Birhan
543–545
PDF
ISSN 2149-1135
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