Vol. 14, No. 12 (2021), English Language Teaching

• • Exploring Secondary School EFL Teachers’ Assessment Literacy in Practice: A Case Study in China
  • •  Yuanyuan Chen   
    • p1
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• • Revisiting Effects of Native Speakerism on Thai Teachers and Students in the Age of English as a Lingua Franca
  • •  Rutthaphak Huttayavilaiphan   
    • p8
    •  PDF 
      
• • Application of Cohesion Theory in CET-4 Listening Comprehension
  • •  Chunxia Fu   
    • p18
    •  PDF 
      
• • “Please Let me Use Google Translate”: Thai EFL Students’ Behavior and Attitudes toward Google Translate Use in English Writing
  • •  Wichuta Chompurach   
    • p23
    •  PDF 
      
• • Challenges of Implementing Technology in ESL Writing Classrooms: A Case Study
  • •  Basim Alamri   
    • p36
    •  PDF 
      
• • Peer Scaffolding During EFL Reading Activities: A Sociocultural Perspective
  • •  Rattana Yawiloeng   
    • p44
    •  PDF 
      
• • Parents’ Involvement in High-Stakes Language Assessment: A Review of Test Impact on Parent Behavior
  • •  Jing Zhang   
    • p55
    •  PDF 
      
• • On Intercultural Communicative Competence: Student-teachers’ Accounts of Colombian Cultural Identity
  • •  Francisco Perez-Gomez   
    •  Dra. Dina Elizabeth Cortes Coss   
    • p69
    •  PDF 
      
• • Impact of Affective Factors on Senior High School Students with Low English Reading Ability
  • •  Chubai Liu   
    •  Xinjie Luo   
    • p91
    •  PDF 
      
• • Investigation Into Motivation Types of Saudi and Chines EFL Learners and Gender Role Differences
  • •  Asma Alqahtani   
    • p101
    •  PDF 
      
• • Chinese EFL University Students’ Self-Reported Use of Vocabulary Learning Strategies
  • •  Sijing Fu   
    • p117
    •  PDF 
      
• • L2 English Speakers’ Perception of Their English Accent: An Investigation of European and Asian Attitudes
  • •  Miki Shibata   
    • p126
    •  PDF 
      
• • Instructional Design for EFL Reading at Senior High Schools from the Perspective of Thinking Quality
  • •  Yanhong Shao   
    •  Shumin Kang   
    • p144
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• • The Effect of Total Physical Response Method on Vocabulary Learning/Teaching: A Mixed Research Synthesis
  • •  Tugba Inciman Celik   
    •  Tolga Cay   
    •  Sedat Kanadli   
    • p154
    •  PDF 
      
• • The Impact of EFL Teachers’ Pedagogical Beliefs and Practices: Communicative Language Teaching in a Saudi University Context
  • •  Ahmed Alghamdi   
    • p171
    •  PDF 
      
• • Teachers’ Practice and Perceptions of Self-Assessment and Peer Assessment of Presentation Skills
  • •  Patteera Thienpermpool   
    • p183
    •  PDF 
      
• • The Impact of Using Automated Writing Feedback in ESL/EFL Classroom Contexts
  • •  Ameni Benali   
    • p189
    •  PDF 
      
• • A Study of Communicative Strategies of Thai and Filipino Teachers of English
  • •  Peerapimol Nawamawat   
    •  Payung Cedar   
    • p196
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• • Effect of Instructions in Course Book Tasks on Promoting Higher-Order Thinking Skills
  • •  Hanoof Khalid Alshaiji   
    •  Shaima Jamal Al-Saeed   
    • p218
    •  PDF 
      
• • The Empirical Study of Lexical Approach in College English Classroom Teaching and its Effects on Art Major’s Writing
  • •  Jianwei Wang   
    • p227
    •  PDF 
      
• • English Language Teaching, Vol. 14, No. 12, December 2021
  • •  Gavin Yu   
    • p239
    •  PDF 
      

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