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  • Volume 13 Number 1 March 2022
  • Volume 13 Number 2 June 2022
  • Volume 13 Number 3 September 2022
  • Volume 13 Number 4 December 2022
Menu
  • Volume 13 Number 1 March 2022
  • Volume 13 Number 2 June 2022
  • Volume 13 Number 3 September 2022
  • Volume 13 Number 4 December 2022

Contents

Views: 313

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

James Scotland
Views: 724

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

Hashem A. Alsamadani
Views: 560

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: 532

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

Mohammad N. Khreisat
Views: 686

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

Masduki, Dwi Poedjiastutie &  Chandra Giat Prabowo
Views: 500

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

Chonrachai Ketworrachai &  Pattama Sappapan
Views: 417

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

Iryna Alyeksyeyeva, Tetyana Chaiuk, Iryna Kovalchuk & Elizaveta Galitska
Views: 434

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

Reguieg Fatima Zohra &   Hamitouche Fatiha
Views: 483

Investigating the Low English Proficiency of Saudi EFL Learners

Hammad Ali Alshammari
Views: 547
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