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subject: Second Language Instruction

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1	Material Type: Article	The wellbeing of language teachers in the private sector: An ecological perspective Language teaching research : LTR, 2023-09, Vol.27 (5), p.1054-1077 [Peer Reviewed Journal] The Author(s) 2020 ;ISSN: 1362-1688 ;EISSN: 1477-0954 ;DOI: 10.1177/1362168820973510 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
2	Material Type: Article	Connecting Extramural English with ELT: Teacher Reports from Austria, Finland, France, and Sweden Applied linguistics, 2022-10, Vol.43 (5), p.934-957 [Peer Reviewed Journal] The Author(s) (2022). Published by Oxford University Press. 2022 ;info:eu-repo/semantics/openAccess ;ISSN: 0142-6001 ;EISSN: 1477-450X ;DOI: 10.1093/applin/amac013 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
3	Material Type: Article	Emotions and Language Teacher Identity: Conflicts, Vulnerability, and Transformation TESOL quarterly, 2016-09, Vol.50 (3), p.631-654 [Peer Reviewed Journal] Copyright © 2016 TESOL International Association ;2016 TESOL International Association ;ISSN: 0039-8322 ;EISSN: 1545-7249 ;DOI: 10.1002/tesq.312 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
4	Material Type: Article	Ready for Online? Exploring EFL Teachers’ ICT Acceptance and ICT Literacy During COVID-19 in Mainland China Journal of educational computing research, 2022-03, Vol.60 (1), p.196-219 [Peer Reviewed Journal] The Author(s) 2021 ;ISSN: 0735-6331 ;EISSN: 1541-4140 ;DOI: 10.1177/07356331211028934 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
5	Material Type: Article	Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions Studies in second language learning and teaching, 2020-03, Vol.10 (1), p.45-65 [Peer Reviewed Journal] COPYRIGHT 2020 Adam Mickiewicz University ;2020. 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.2020.10.1.3 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
6	Material Type: Article	Translanguaging and Educational Inequality in the Global South: Stance-taking amongst Brazilian Teachers of English Applied linguistics, 2023-05, Vol.44 (2), p.312-327 [Peer Reviewed Journal] The Author(s) (2022). Published by Oxford University Press. 2022 ;ISSN: 0142-6001 ;EISSN: 1477-450X ;DOI: 10.1093/applin/amac067 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
7	Material Type: Article	Teachers' beliefs about multilingualism and a multilingual pedagogical approach International journal of multilingualism, 2016-01, Vol.13 (1), p.1-18 [Peer Reviewed Journal] 2015 The Author(s). Published by Taylor & Francis. 2015 ;ISSN: 1479-0718 ;EISSN: 1747-7530 ;DOI: 10.1080/14790718.2015.1041960 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
8	Material Type: Article	Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts: teacher perspectives from Oaxaca, Mexico International journal of bilingual education and bilingualism, 2021-03 [Peer Reviewed Journal] info:eu-repo/semantics/openAccess ;ISSN: 1367-0050 ;EISSN: 1747-7522 ;DOI: 10.1080/13670050.2018.1463965 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
9	Material Type: Article	Teacher Engagement with Online Formative Assessment in EFL Writing During COVID-19 Pandemic: The Case of China The Asia-Pacific education researcher, 2021-12, Vol.30 (6), p.487-498 [Peer Reviewed Journal] De La Salle University 2021 ;De La Salle University 2021. ;ISSN: 0119-5646 ;EISSN: 2243-7908 ;DOI: 10.1007/s40299-021-00593-7 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
10	Material Type: Article	Engineering lecturers’ views on CLIL and EMI info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/3.0/es/ ;ISSN: 1367-0050 ;EISSN: 1747-7522 ;DOI: 10.1080/13670050.2015.1073664 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
11	Material Type: Article	Norwegian L1 teachers' beliefs about a multilingual approach in increasingly diverse classrooms International journal of multilingualism, 2023-07, Vol.20 (3), p.912-931 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 1479-0718 ;EISSN: 1747-7530 ;DOI: 10.1080/14790718.2021.1961779 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
12	Material Type: Article	Chinese College English Teachers' Research Engagement TESOL quarterly, 2013-06, Vol.47 (2), p.270-299 [Peer Reviewed Journal] Copyright © 2013 TESOL International Association ;2012 TESOL International Association ;ISSN: 0039-8322 ;ISSN: 1545-7249 ;EISSN: 1545-7249 ;DOI: 10.1002/tesq.56 ;CODEN: TESQA3 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
13	Material Type: Article	A Sociocognitive Perspective on Second Language Classroom Willingness to Communicate TESOL quarterly, 2014-12, Vol.48 (4), p.789-814 [Peer Reviewed Journal] Copyright © 2014 TESOL International Association ;2014 TESOL International Association ;ISSN: 0039-8322 ;ISSN: 1545-7249 ;EISSN: 1545-7249 ;DOI: 10.1002/tesq.155 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
14	Material Type: Article	Business English students' multifaceted and contradictory perceptions of intercultural communication education (ICE) at a Chinese University International journal of bilingual education and bilingualism, 2022-07, Vol.25 (6), p.2041-2057 [Peer Reviewed Journal] 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 1367-0050 ;EISSN: 1747-7522 ;DOI: 10.1080/13670050.2020.1840508 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
15	Material Type: Article	But who trains the language teacher educator who trains the language teacher? An empirical investigation of Chilean EFL teacher educators’ language assessment literacy Language testing, 2023-07, Vol.40 (3), p.463-492 [Peer Reviewed Journal] The Author(s) 2022 ;ISSN: 0265-5322 ;EISSN: 1477-0946 ;DOI: 10.1177/02655322221134218 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
16	Material Type: Article	Exploring teachers’ professional development through participation in virtual exchange ReCALL (Cambridge, England), 2022-01, Vol.34 (1), p.21-36 [Peer Reviewed Journal] The Author(s), 2021. Published by Cambridge University Press on behalf of European Association for Computer Assisted Language Learning ;ISSN: 0958-3440 ;EISSN: 1474-0109 ;DOI: 10.1017/S0958344021000215 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
17	Material Type: Article	CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools International journal of bilingual education and bilingualism, 2023-10, Vol.26 (9), p.1050-1065 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 1367-0050 ;EISSN: 1747-7522 ;DOI: 10.1080/13670050.2021.1996533 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
18	Material Type: Article	Exploring teacher beliefs and classroom practices through reflective practice: A case study Language teaching research : LTR, 2015-09, Vol.19 (5), p.594-610 [Peer Reviewed Journal] The Author(s) 2014 ;ISSN: 1362-1688 ;EISSN: 1477-0954 ;DOI: 10.1177/1362168814541722 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
19	Material Type: Article	Teaching contributions from secondary school subject areas to education for sustainable development - a comparative study of science, social science and language teachers Environmental education research, 2020-06, Vol.26 (6), p.772-794 [Peer Reviewed Journal] 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;ISSN: 1350-4622 ;ISSN: 1469-5871 ;EISSN: 1469-5871 ;DOI: 10.1080/13504622.2020.1754341 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
20	Material Type: Article	Attention to diversity in German CLIL classrooms: multi-perspective research on students' and teachers' perceptions International journal of bilingual education and bilingualism, 2023-10, Vol.26 (9), p.1080-1096 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 1367-0050 ;EISSN: 1747-7522 ;DOI: 10.1080/13670050.2021.1981821 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by

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Results 1 - 20 of 2,830 for All Library Resources

The Author(s) 2020 ;ISSN: 1362-1688 ;EISSN: 1477-0954 ;DOI: 10.1177/1362168820973510

The Author(s) (2022). Published by Oxford University Press. 2022 ;info:eu-repo/semantics/openAccess ;ISSN: 0142-6001 ;EISSN: 1477-450X ;DOI: 10.1093/applin/amac013

Copyright © 2016 TESOL International Association ;2016 TESOL International Association ;ISSN: 0039-8322 ;EISSN: 1545-7249 ;DOI: 10.1002/tesq.312

The Author(s) 2021 ;ISSN: 0735-6331 ;EISSN: 1541-4140 ;DOI: 10.1177/07356331211028934

The Author(s) (2022). Published by Oxford University Press. 2022 ;ISSN: 0142-6001 ;EISSN: 1477-450X ;DOI: 10.1093/applin/amac067

2015 The Author(s). Published by Taylor & Francis. 2015 ;ISSN: 1479-0718 ;EISSN: 1747-7530 ;DOI: 10.1080/14790718.2015.1041960

info:eu-repo/semantics/openAccess ;ISSN: 1367-0050 ;EISSN: 1747-7522 ;DOI: 10.1080/13670050.2018.1463965

De La Salle University 2021 ;De La Salle University 2021. ;ISSN: 0119-5646 ;EISSN: 2243-7908 ;DOI: 10.1007/s40299-021-00593-7

info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/3.0/es/ ;ISSN: 1367-0050 ;EISSN: 1747-7522 ;DOI: 10.1080/13670050.2015.1073664

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 1479-0718 ;EISSN: 1747-7530 ;DOI: 10.1080/14790718.2021.1961779

Copyright © 2013 TESOL International Association ;2012 TESOL International Association ;ISSN: 0039-8322 ;ISSN: 1545-7249 ;EISSN: 1545-7249 ;DOI: 10.1002/tesq.56 ;CODEN: TESQA3

Copyright © 2014 TESOL International Association ;2014 TESOL International Association ;ISSN: 0039-8322 ;ISSN: 1545-7249 ;EISSN: 1545-7249 ;DOI: 10.1002/tesq.155

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 1367-0050 ;EISSN: 1747-7522 ;DOI: 10.1080/13670050.2020.1840508

The Author(s) 2022 ;ISSN: 0265-5322 ;EISSN: 1477-0946 ;DOI: 10.1177/02655322221134218

The Author(s), 2021. Published by Cambridge University Press on behalf of European Association for Computer Assisted Language Learning ;ISSN: 0958-3440 ;EISSN: 1474-0109 ;DOI: 10.1017/S0958344021000215

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 1367-0050 ;EISSN: 1747-7522 ;DOI: 10.1080/13670050.2021.1996533

The Author(s) 2014 ;ISSN: 1362-1688 ;EISSN: 1477-0954 ;DOI: 10.1177/1362168814541722

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;ISSN: 1350-4622 ;ISSN: 1469-5871 ;EISSN: 1469-5871 ;DOI: 10.1080/13504622.2020.1754341

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 1367-0050 ;EISSN: 1747-7522 ;DOI: 10.1080/13670050.2021.1981821

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