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1
Report of the Commissioner of Education for the Year 1899-1900. Volume 2
Report of the Commissioner of Education for the Year 1899-1900. Volume 2
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Reports 		Add to My Research

Report of the Commissioner of Education for the Year 1899-1900. Volume 2

United States Bureau of Education, Department of the Interior, 1901

Digital Resources/Online E-Resources

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2
Corrective feedback episodes in oral interaction: A comparison of a CLIL and an EFL classroom
Corrective feedback episodes in oral interaction: A comparison of a CLIL and an EFL classroom
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Corrective feedback episodes in oral interaction: A comparison of a CLIL and an EFL classroom

International journal of English studies, 2014-01, Vol.14 (1), p.1-20 [Peer Reviewed Journal]

COPYRIGHT 2014 Servicio de Publicaciones de la Universidad de Murcia (Murcia University Press) ;COPYRIGHT 2014 Servicio de Publicaciones de la Universidad de Murcia (Murcia University Press) ;Copyright Universidad de Murcia, Facultad de Letras 2014 ;ISSN: 1578-7044 ;EISSN: 1989-6131 ;DOI: 10.6018/ijes/14/1/151841

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3
Language Interaction Among EFL Primary Learners and Their Teacher Through Collaborative Task-Based Learning
Language Interaction Among EFL Primary Learners and Their Teacher Through Collaborative Task-Based Learning
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Language Interaction Among EFL Primary Learners and Their Teacher Through Collaborative Task-Based Learning

PROFILE issues in teachers' professional development, 2018-07, Vol.20 (2), p.95-109 [Peer Reviewed Journal]

2018. This work is published under http://creativecommons.org/licenses/by-nc-nd/4.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 1657-0790 ;ISSN: 2256-5760 ;EISSN: 1657-0790 ;DOI: 10.15446/profile.v20n2.63845

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4
Material Use in Collaborative Dialogue by Japanese University Students Learning Future Tenses in French as a Foreign Language: A Discourse and Interaction Analysis
Material Use in Collaborative Dialogue by Japanese University Students Learning Future Tenses in French as a Foreign Language: A Discourse and Interaction Analysis
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Article 		Add to My Research

Material Use in Collaborative Dialogue by Japanese University Students Learning Future Tenses in French as a Foreign Language: A Discourse and Interaction Analysis

Canadian journal of applied linguistics, 2022-01, Vol.25 (2), p.71-102 [Peer Reviewed Journal]

2022. This work is published under https://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: 1481-868X ;EISSN: 1920-1818 ;DOI: 10.37213/cjal.2022.31793

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5
Teaching Spoken Discourse Markers Explicitly: A Comparison of III and PPP
Teaching Spoken Discourse Markers Explicitly: A Comparison of III and PPP
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Teaching Spoken Discourse Markers Explicitly: A Comparison of III and PPP

International journal of English studies, 2014-01, Vol.14 (1), p.1-54 [Peer Reviewed Journal]

COPYRIGHT 2014 Servicio de Publicaciones de la Universidad de Murcia (Murcia University Press) ;COPYRIGHT 2014 Servicio de Publicaciones de la Universidad de Murcia (Murcia University Press) ;Copyright Universidad de Murcia, Facultad de Letras 2014 ;ISSN: 1989-6131 ;ISSN: 1578-7044 ;EISSN: 1989-6131 ;DOI: 10.6018/ijes/14/1/161001

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6
Explicit Knowledge of the Spanish Subjunctive and Accurate Use in Discrete-Point, Oral Production, and Written Production Measures
Explicit Knowledge of the Spanish Subjunctive and Accurate Use in Discrete-Point, Oral Production, and Written Production Measures
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Article 		Add to My Research

Explicit Knowledge of the Spanish Subjunctive and Accurate Use in Discrete-Point, Oral Production, and Written Production Measures

Canadian journal of applied linguistics, 2017-01, Vol.20 (1), p.1 [Peer Reviewed Journal]

Copyright Canadian Association of Applied Linguistics 2017 ;ISSN: 1481-868X ;EISSN: 1920-1818

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7
Where Good Pedagogical Ideas Come From: The Story of an EAP Task
Where Good Pedagogical Ideas Come From: The Story of an EAP Task
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Where Good Pedagogical Ideas Come From: The Story of an EAP Task

TESL Canada journal, 2016-03, Vol.33 (2), p.59 [Peer Reviewed Journal]

ISSN: 0826-435X ;DOI: 10.18806/tesl.v33i2.1237

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8
"Please Consider My Request for an Interview": A Cross-Cultural Genre Analysis of Cover Letters Written by Canadian and Taiwanese College Students
"Please Consider My Request for an Interview": A Cross-Cultural Genre Analysis of Cover Letters Written by Canadian and Taiwanese College Students
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"Please Consider My Request for an Interview": A Cross-Cultural Genre Analysis of Cover Letters Written by Canadian and Taiwanese College Students

TESL Canada journal, 2013-06, Vol.30, p.45 [Peer Reviewed Journal]

ISSN: 0826-435X

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9
Transitional woes: On the impact of L2 input continuity from primary to secondary school
Transitional woes: On the impact of L2 input continuity from primary to secondary school
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Transitional woes: On the impact of L2 input continuity from primary to secondary school

Studies in second language learning and teaching, 2017-09, Vol.7 (3), p.443-469 [Peer Reviewed Journal]

COPYRIGHT 2017 Adam Mickiewicz University ;2017. This work is published under 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: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2017.7.3.5

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10
Exploring Teacher Strategies in Teaching Descriptive Writing in Indonesia
Exploring Teacher Strategies in Teaching Descriptive Writing in Indonesia
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Exploring Teacher Strategies in Teaching Descriptive Writing in Indonesia

Malaysian journal of learning & instruction, 2016-12, Vol.13 (Vol. 13, No. 2 Dec 2016), p.71-95 [Peer Reviewed Journal]

2016. This work is published under https://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: 1675-8110 ;EISSN: 2180-2483 ;DOI: 10.32890/mjli2016.13.2.3

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11
Not so individual after all: An ecological approach to age as an individual difference variable in a classroom
Not so individual after all: An ecological approach to age as an individual difference variable in a classroom
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Not so individual after all: An ecological approach to age as an individual difference variable in a classroom

Studies in second language learning and teaching, 2017-03, Vol.7 (1), p.19-46 [Peer Reviewed Journal]

2017. This work is published under 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: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2017.7.1.2

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12
Online Peer Feedback Between Colombian and New Zealand FL Beginners: A Comparison and Lessons Learned
Online Peer Feedback Between Colombian and New Zealand FL Beginners: A Comparison and Lessons Learned
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Article 		Add to My Research

Online Peer Feedback Between Colombian and New Zealand FL Beginners: A Comparison and Lessons Learned

PROFILE issues in teachers' professional development, 2015-01, Vol.17 (1), p.73-86 [Peer Reviewed Journal]

Copyright Universidad Nacional de Colombia 2015 ;This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 1657-0790 ;ISSN: 2256-5760 ;EISSN: 1657-0790 ;DOI: 10.15446/profile.v17n1.41858

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13
Strategic Processing and Predictive Inference Generation in L2 Reading
Strategic Processing and Predictive Inference Generation in L2 Reading
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Article 		Add to My Research

Strategic Processing and Predictive Inference Generation in L2 Reading

Reading in a foreign language, 2014-10, Vol.26 (2), p.54 [Peer Reviewed Journal]

Copyright University of Hawaii, National Foreign Language Resource Center Oct 2014 ;ISSN: 1539-0578 ;EISSN: 1539-0578

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14
A Comparative Study of Iranian EFL Teachers’ versus Learners’ Perceptions of High School English Textbooks
A Comparative Study of Iranian EFL Teachers’ versus Learners’ Perceptions of High School English Textbooks
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Article 		Add to My Research

A Comparative Study of Iranian EFL Teachers’ versus Learners’ Perceptions of High School English Textbooks

Advances in language and literary studies, 2014-08, Vol.5 (4), p.1 [Peer Reviewed Journal]

2014. This work is published under 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: 2203-4714 ;EISSN: 2203-4714 ;DOI: 10.7575/aiac.alls.v.5n.4p.1

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15
Authentic Oral Interaction in the EFL Class: What It Means, What It Does not
Authentic Oral Interaction in the EFL Class: What It Means, What It Does not
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Article 		Add to My Research

Authentic Oral Interaction in the EFL Class: What It Means, What It Does not

PROFILE issues in teachers' professional development, 2010-01, Vol.12 (1), p.47-61 [Peer Reviewed Journal]

Copyright Universidad Nacional de Colombia 2010 ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 1657-0790 ;ISSN: 2256-5760 ;EISSN: 1657-0790

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