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Attending to cross-border sociocultural competence in bilingual programs in the Polish-Czech border region: An exploratory study
Attending to cross-border sociocultural competence in bilingual programs in the Polish-Czech border region: An exploratory study
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Attending to cross-border sociocultural competence in bilingual programs in the Polish-Czech border region: An exploratory study

PloS one, 2023-11, Vol.18 (11), p.e0293069-e0293069 [Peer Reviewed Journal]

COPYRIGHT 2023 Public Library of Science ;2023 Hopkins et al 2023 Hopkins et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0293069

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A corpus-based comparison of syntactic complexity in academic writing of L1 and L2 English students across years and disciplines
A corpus-based comparison of syntactic complexity in academic writing of L1 and L2 English students across years and disciplines
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A corpus-based comparison of syntactic complexity in academic writing of L1 and L2 English students across years and disciplines

PloS one, 2023-10, Vol.18 (10), p.e0292688-e0292688 [Peer Reviewed Journal]

COPYRIGHT 2023 Public Library of Science ;2023 Shen et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2023 Shen et al 2023 Shen et al ;2023 Shen et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0292688 ;PMID: 37812624

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3
The influence of learning strategies and the environment on Chinese L3 English learners’ motivation to learn phonetic symbols: The mediating role of self-efficacy
The influence of learning strategies and the environment on Chinese L3 English learners’ motivation to learn phonetic symbols: The mediating role of self-efficacy
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The influence of learning strategies and the environment on Chinese L3 English learners’ motivation to learn phonetic symbols: The mediating role of self-efficacy

PloS one, 2023-10, Vol.18 (10), p.e0292398-e0292398 [Peer Reviewed Journal]

COPYRIGHT 2023 Public Library of Science ;2023 Zeng et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2023 Zeng et al 2023 Zeng et al ;2023 Zeng et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0292398

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4
Person-centred study on higher-order interactions between students’ motivational beliefs and metacognitive self-regulation: Links with school language achievement
Person-centred study on higher-order interactions between students’ motivational beliefs and metacognitive self-regulation: Links with school language achievement
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Person-centred study on higher-order interactions between students’ motivational beliefs and metacognitive self-regulation: Links with school language achievement

PloS one, 2023-10, Vol.18 (10), p.e0289367-e0289367 [Peer Reviewed Journal]

COPYRIGHT 2023 Public Library of Science ;2023 Katsantonis, McLellan. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2023 Katsantonis, McLellan 2023 Katsantonis, McLellan ;2023 Katsantonis, McLellan. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0289367 ;PMID: 37792905

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5
Strengthening English language undergraduates’ presentation skills: A blackboard-mediated intervention program
Strengthening English language undergraduates’ presentation skills: A blackboard-mediated intervention program
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Strengthening English language undergraduates’ presentation skills: A blackboard-mediated intervention program

PloS one, 2023-08, Vol.18 (8), p.e0289936-e0289936 [Peer Reviewed Journal]

COPYRIGHT 2023 Public Library of Science ;2023 Algouzi et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2023 Algouzi et al 2023 Algouzi et al ;2023 Algouzi et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0289936 ;PMID: 37611033

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6
Sentential inference bridging between lexical/grammatical knowledge and text comprehension among native Chinese speakers learning Japanese
Sentential inference bridging between lexical/grammatical knowledge and text comprehension among native Chinese speakers learning Japanese
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Sentential inference bridging between lexical/grammatical knowledge and text comprehension among native Chinese speakers learning Japanese

PloS one, 2023-04, Vol.18 (4), p.e0284331-e0284331 [Peer Reviewed Journal]

Copyright: © 2023 Tamaoka et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. ;COPYRIGHT 2023 Public Library of Science ;2023 Tamaoka et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2023 Tamaoka et al 2023 Tamaoka et al ;2023 Tamaoka et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0284331 ;PMID: 37053200

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7
Not a First Language but One Repertoire: Translanguaging as a Decolonizing Project
Not a First Language but One Repertoire: Translanguaging as a Decolonizing Project
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Not a First Language but One Repertoire: Translanguaging as a Decolonizing Project

RELC journal, 2022-08, Vol.53 (2), p.313-324

The Author(s) 2022 ;ISSN: 0033-6882 ;EISSN: 1745-526X ;DOI: 10.1177/00336882221092841

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8
A teachers' professional development programme to implement differentiated instruction in secondary education: How far do teachers reach?
A teachers' professional development programme to implement differentiated instruction in secondary education: How far do teachers reach?
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A teachers' professional development programme to implement differentiated instruction in secondary education: How far do teachers reach?

Cogent education, 2020-01, Vol.7 (1) [Peer Reviewed Journal]

2020 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2020 ;2020 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2020.1742273

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9
Short- and Long-Term Effects of Rote Rehearsal on ESL Learners' Processing of L2 Collocations
Short- and Long-Term Effects of Rote Rehearsal on ESL Learners' Processing of L2 Collocations
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Short- and Long-Term Effects of Rote Rehearsal on ESL Learners' Processing of L2 Collocations

TESOL quarterly, 2014-12, Vol.48 (4), p.833-842 [Peer Reviewed Journal]

Copyright © 2014 TESOL International Association ;2014 The Authors. published by Wiley Periodicals, Inc. on behalf of TESOL International Association. ;ISSN: 0039-8322 ;ISSN: 1545-7249 ;EISSN: 1545-7249 ;DOI: 10.1002/tesq.201

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10
Types of metaphors and mechanisms of comprehension
Types of metaphors and mechanisms of comprehension
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Types of metaphors and mechanisms of comprehension

Cogent education, 2019-01, Vol.6 (1), p.1617824 [Peer Reviewed Journal]

2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2019 ;2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2019.1617824

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11
Translanguaging and Trans-Semiotizing for Critical Integration of Content and Language in Plurilingual Educational Settings
Translanguaging and Trans-Semiotizing for Critical Integration of Content and Language in Plurilingual Educational Settings
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Translanguaging and Trans-Semiotizing for Critical Integration of Content and Language in Plurilingual Educational Settings

RELC journal, 2022-08, Vol.53 (2), p.355-370

The Author(s) 2022 ;ISSN: 0033-6882 ;EISSN: 1745-526X ;DOI: 10.1177/00336882221114480

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12
The orthographic depth and promotion of students with learning disabilities
The orthographic depth and promotion of students with learning disabilities
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The orthographic depth and promotion of students with learning disabilities

Cogent education, 2019-01, Vol.6 (1), p.1646384 [Peer Reviewed Journal]

2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2019 ;2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2019.1646384

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13
A flower blooms in mongat (una flor brota en mongat): An exemplary trilingual program
A flower blooms in mongat (una flor brota en mongat): An exemplary trilingual program
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A flower blooms in mongat (una flor brota en mongat): An exemplary trilingual program

Cogent education, 2019-01, Vol.6 (1), p.1656869 [Peer Reviewed Journal]

2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2019 ;2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2019.1656869

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14
The dialogic turn in cognitive linguistic studies: From minimalism, maximalism to dialogicalism
The dialogic turn in cognitive linguistic studies: From minimalism, maximalism to dialogicalism
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The dialogic turn in cognitive linguistic studies: From minimalism, maximalism to dialogicalism

Cogent education, 2018-01, Vol.5 (1), p.1537907 [Peer Reviewed Journal]

2018 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2018 ;2018 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2018.1537907

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15
Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions
Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions
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Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions

Frontiers in psychology, 2021-08, Vol.12, p.731721-731721 [Peer Reviewed Journal]

Copyright © 2021 Wang, Derakhshan and Zhang. 2021 Wang, Derakhshan and Zhang ;ISSN: 1664-1078 ;EISSN: 1664-1078 ;DOI: 10.3389/fpsyg.2021.731721 ;PMID: 34489835

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16
Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19
Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19
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Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19

Frontiers in psychology, 2020-09, Vol.11, p.549653-549653 [Peer Reviewed Journal]

Copyright © 2020 Gao and Zhang. 2020 Gao and Zhang ;ISSN: 1664-1078 ;EISSN: 1664-1078 ;DOI: 10.3389/fpsyg.2020.549653 ;PMID: 33071866

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17
Teacher Written Feedback on English as a Foreign Language Learners' Writing: Examining Native and Nonnative English-Speaking Teachers' Practices in Feedback Provision
Teacher Written Feedback on English as a Foreign Language Learners' Writing: Examining Native and Nonnative English-Speaking Teachers' Practices in Feedback Provision
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Teacher Written Feedback on English as a Foreign Language Learners' Writing: Examining Native and Nonnative English-Speaking Teachers' Practices in Feedback Provision

Frontiers in psychology, 2021-02, Vol.12, p.629921-629921 [Peer Reviewed Journal]

Copyright © 2021 Cheng and Zhang. ;COPYRIGHT 2021 Frontiers Research Foundation ;Copyright © 2021 Cheng and Zhang. 2021 Cheng and Zhang ;ISSN: 1664-1078 ;EISSN: 1664-1078 ;DOI: 10.3389/fpsyg.2021.629921 ;PMID: 33613403

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18
A Sociocultural Perspective on English-as-a-Foreign-Language (EFL) Teachers' Cognitions About Form-Focused Instruction
A Sociocultural Perspective on English-as-a-Foreign-Language (EFL) Teachers' Cognitions About Form-Focused Instruction
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A Sociocultural Perspective on English-as-a-Foreign-Language (EFL) Teachers' Cognitions About Form-Focused Instruction

Frontiers in psychology, 2021-03, Vol.12, p.593172-593172 [Peer Reviewed Journal]

Copyright © 2021 Sun and Zhang. ;Copyright © 2021 Sun and Zhang. 2021 Sun and Zhang ;ISSN: 1664-1078 ;EISSN: 1664-1078 ;DOI: 10.3389/fpsyg.2021.593172 ;PMID: 33868074

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19
Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking
Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking
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Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking

Frontiers in psychology, 2022-06, Vol.13, p.880408-880408 [Peer Reviewed Journal]

Copyright © 2022 Zhang and Sun. 2022 Zhang and Sun ;ISSN: 1664-1078 ;EISSN: 1664-1078 ;DOI: 10.3389/fpsyg.2022.880408 ;PMID: 35795446

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20
Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language
Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language
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Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language

Metacognition and learning, 2018-08, Vol.13 (2), p.213-240 [Peer Reviewed Journal]

Springer Science+Business Media New York 2017 ;Metacognition and Learning is a copyright of Springer, (2017). All Rights Reserved. ;ISSN: 1556-1623 ;EISSN: 1556-1631 ;DOI: 10.1007/s11409-017-9171-4

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