Vol. 5 No. 3 (2019)

Vol. 5 No. 3 (2019)

Published: 2019-11-30

Full Issue

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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
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Correlates of Listening Comprehension in L1 and L2: A Meta-analysis

Tuncay Karalık, Ali Merç

353-383
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Corrective Feedback on Writing in EFL Context: Comparison of Two Approaches

Mine Gündüz Kartal, Derin Atay

385-401
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Integration of Task-based Language Assessment into Young Learner Classrooms

İskender Hakkı Sarıgöz, Fatıma Nur Fişne

403-422
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Pre-service Language Teachers’ Use of Social Networking Sites for Language Learning: A Quantitative Investigation

Osman Solmaz

423–439
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Variations in the Citation Use and Perceptions in Writing the Literature Review by EFL Postgraduates

Nayef Jomaa Jomaa, Siti Jamilah Bidin

441–460
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Using Contrastive Terminology Analysis in Teaching a Foreign Language

Chunxiang Wu, Jennifer Baccanello

461–471
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It was found that…: Introductory it Patterns by Native and Non-Native Authors

Fatih Güngör

473–493
The Role of Psychological Capital in Language Learners’ Willingness to Communicate, Motivation, and Achievement

Gholam Hassan Khajavy, Hossein Makiabadi, Samaneh Abdi Navokhi

495–513
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Enhancing Critical Awareness through Socratic Pedagogy

Seher Balbay

515–536
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Book Reviews

Review of Linguistic Pragmatics of Intercultural Professional and Business Communication

Cüneyt Demir

537–541
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Review of Corpus Linguistics for Vocabulary: A Guide for Research

Amare Tesfie Birhan

543–545
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