Vol. 14, No. 7 (2021), English Language Teaching

• • The Implementation of Blended Learning to Enhance English Reading Skills of Thai Undergraduate Students
  • •  Sudsuang Yudhana   
    • p1
    •  PDF 
      
• • Effectiveness of Corpus in Distinguishing Two Near-Synonymous Verbs: Damage and Destroy
  • •  Qiuyuan Song   
    • p8
    •  PDF 
      
• • The Impact of Language Testing Washback in Promoting Teaching and Learning Processes: A Theoretical Review
  • •  Faten Alqahtani   
    • p21
    •  PDF 
      
• • Use of Refusal Strategies among Saudi EFL Students: An Investigative Study
  • •  Ahmad Hatim Qadi   
    • p27
    •  PDF 
      
• • Effects of L1 Use on L2 Text Quality: Rethinking Cognitive Process of Formulating L1 Texts during L2 Writing
  • •  Kayo Tsuji   
    • p44
    •  PDF 
      
• • Self-Perceptions of Non-Native Students in an Undergraduate TESOL Program
  • •  Patra Jumsai Na Ayudhya   
    • p58
    •  PDF 
      
• • Action Research for Unearthing Paradigmatic Assumptions in a MALL Environment: Reflecting on a WhatsApp™ Intervention to Support Foundation Year Students' Communication
  • •  Najat Hussein Alsowayegh   
    •  Ibrahim Garba   
    • p72
    •  PDF 
      
• • Characteristics of Saudi EFL Learners’ Learning Styles
  • •  Khalid Al-Seghayer   
    • p82
    •  PDF 
      
• • The Development of STEP, the CEFR-Based English Proficiency Test
  • •  Kietnawin Sridhanyarat   
    •  Supakarn Pathong   
    •  Todsapon Suranakkharin   
    •  Amornrat Ammaralikit   
    • p95
    •  PDF 
      
• • Teachers’ Perception towards Formative Assessment in Saudi Universities’ Context: A Review of Literature
  • •  Hanan Sarhan Alsubaiai   
    • p107
    •  PDF 
      
• • English Language Teaching, Vol. 14, No. 7, July 2021
  • •  Gavin Yu   
    • p117
    •  PDF 
      

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