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subject: Second Language Learning

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1	Material Type: Article	The ‘internationalisation’, or ‘Englishisation’, of higher education in East Asia Higher education, 2020-09, Vol.80 (3), p.395-414 [Peer Reviewed Journal] The Author(s) 2020 ;COPYRIGHT 2020 Springer ;The Author(s) 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: 0018-1560 ;EISSN: 1573-174X ;DOI: 10.1007/s10734-019-00486-1 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
2	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
3	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
4	Material Type: Article	China ‘goes out’ in a centre–periphery world: Incentivizing international publications in the humanities and social sciences Higher education, 2020-07, Vol.80 (1), p.157-172 [Peer Reviewed Journal] The Author(s) 2019 ;COPYRIGHT 2020 Springer ;The Author(s) 2019. 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: 0018-1560 ;EISSN: 1573-174X ;DOI: 10.1007/s10734-019-00470-9 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
5	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
6	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
7	Material Type: Article	Higher education teachers’ attitudes towards English medium instruction: A three-country comparison Studies in second language learning and teaching, 2016-09, Vol.6 (3), p.455-486 [Peer Reviewed Journal] ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/sllt.2016.6.3.5 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
8	Material Type: Article	English-medium instruction in Chinese higher education: A case study Higher education, 2014-05, Vol.67 (5), p.551-567 [Peer Reviewed Journal] Springer Science+Business Media 2014 ;Springer Science+Business Media Dordrecht 2013 ;COPYRIGHT 2014 Springer ;Springer Science+Business Media Dordrecht 2014 ;ISSN: 0018-1560 ;EISSN: 1573-174X ;DOI: 10.1007/s10734-013-9661-5 ;CODEN: HREDAN Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
9	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
10	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
11	Material Type: Article	Translanguaging in the context of mainstream multilingual education International journal of multilingualism, 2020-04, Vol.17 (2), p.232-247 [Peer Reviewed Journal] 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2018 ;ISSN: 1479-0718 ;EISSN: 1747-7530 ;DOI: 10.1080/14790718.2018.1512607 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
12	Material Type: Article	Love and enjoyment in context: Four case studies of adolescent EFL learners Studies in second language learning and teaching, 2018-03, Vol.8 (1), p.73-101 [Peer Reviewed Journal] COPYRIGHT 2018 Adam Mickiewicz University ;ISSN: 2083-5205 ;ISSN: 2084-1965 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2018.8.1.4 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
13	Material Type: Article	'So, only relying on English is still troublesome': a critical examination of Japan's English medium instruction policy at multiple levels Journal of multilingual and multicultural development, 2023-08, Vol.44 (7), p.608-625 [Peer Reviewed Journal] 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2022 ;ISSN: 0143-4632 ;EISSN: 1747-7557 ;DOI: 10.1080/01434632.2022.2100402 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
14	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
15	Material Type: Article	Understanding low outcomes in English language education in Austrian middle schools: the role of teachers' beliefs and practices Journal of multilingual and multicultural development, 2023-05, Vol.44 (5), p.412-428 [Peer Reviewed Journal] 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 0143-4632 ;EISSN: 1747-7557 ;DOI: 10.1080/01434632.2020.1829630 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
16	Material Type: Article	Blended Learning for Diverse Classrooms: Qualitative Experimental Study With In-Service Teachers SAGE open, 2021-07, Vol.11 (3), p.215824402110306 [Peer Reviewed Journal] The Author(s) 2021 ;The Author(s) 2021. This work is licensed under the Creative Commons Attribution License 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: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/21582440211030623 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
17	Material Type: Article	Teachers' and parents' attitudes towards inclusion of pupils with a first language other than the language of instruction International journal of inclusive education, 2023-01, Vol.27 (2), p.221-240 [Peer Reviewed Journal] 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 1360-3116 ;EISSN: 1464-5173 ;DOI: 10.1080/13603116.2020.1837267 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
18	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
19	Material Type: Article	The standard school-ready child: the social organization of 'school-readiness' British journal of sociology of education, 2022-07, Vol.43 (5), p.661-679 [Peer Reviewed Journal] 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2022 ;ISSN: 0142-5692 ;EISSN: 1465-3346 ;DOI: 10.1080/01425692.2022.2038542 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
20	Material Type: Article	Integrating MOOCs in an Undergraduate English Course: Students’ and Teachers’ Perceptions of Blended Learning SAGE open, 2022-04, Vol.12 (2), p.215824402210930 [Peer Reviewed Journal] The Author(s) 2022 ;The Author(s) 2022. This work is licensed under the Creative Commons Attribution License 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: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/21582440221093035 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by

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Results 1 - 20 of 2,500 for All Library Resources

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

ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/sllt.2016.6.3.5

Springer Science+Business Media 2014 ;Springer Science+Business Media Dordrecht 2013 ;COPYRIGHT 2014 Springer ;Springer Science+Business Media Dordrecht 2014 ;ISSN: 0018-1560 ;EISSN: 1573-174X ;DOI: 10.1007/s10734-013-9661-5 ;CODEN: HREDAN

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

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

2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2018 ;ISSN: 1479-0718 ;EISSN: 1747-7530 ;DOI: 10.1080/14790718.2018.1512607

COPYRIGHT 2018 Adam Mickiewicz University ;ISSN: 2083-5205 ;ISSN: 2084-1965 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2018.8.1.4

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2022 ;ISSN: 0143-4632 ;EISSN: 1747-7557 ;DOI: 10.1080/01434632.2022.2100402

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

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 0143-4632 ;EISSN: 1747-7557 ;DOI: 10.1080/01434632.2020.1829630

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 1360-3116 ;EISSN: 1464-5173 ;DOI: 10.1080/13603116.2020.1837267

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

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2022 ;ISSN: 0142-5692 ;EISSN: 1465-3346 ;DOI: 10.1080/01425692.2022.2038542

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