Volume 13 Number 1 March 2022

Contents

Views: 2,383

The Efficacy of Completing Form-focused Tasks Collaboratively vs Individually: Utilizing Interventionist Dynamic Assessment to Quantify Learning Gains

James Scotland

Views: 5,729

Dictogloss in Saudi EFL Context: Potential Effects on Students’ Writing Skill and Attitudes towards Learning English

Hashem A. Alsamadani

Views: 4,733

Effects of Cooperative Learning on Cognitive Engagement and Task Achievement: A Study of Omani Bachelor of Education Program EFL Students

Moosa Ahmed Ali Sulaiman & Vijay Singh Thakur

Views: 4,569

English Language Learning Strategies during COVID-19 in the Middle East: A Systematic Review

Mohammad N. Khreisat

Views: 5,338

Teachers’ English Level Proficiency: Do Students Perceive It as a Threat or a Chance?

Masduki, Dwi Poedjiastutie & Chandra Giat Prabowo

Views: 4,634

The Relationship between Test-Taking Strategies and Thai Students’ Reading Comprehension Test Performance

Chonrachai Ketworrachai & Pattama Sappapan

Views: 4,642

Making Sense of Texts: EFL Students’ Intercultural Competence and Interpretation Depth

Iryna Alyeksyeyeva, Tetyana Chaiuk, Iryna Kovalchuk & Elizaveta Galitska

Views: 3,612

Exploring Learners’ and Teachers’ Preferences Regarding Written Corrective Feedback Types in Improving Learners’ Writing Skill

Reguieg Fatima Zohra & Hamitouche Fatiha

Views: 4,871

Investigating the Low English Proficiency of Saudi EFL Learners

Hammad Ali Alshammari

Views: 7,071