Vol. 15, No. 9 (2022), English Language Teaching

• • Understanding EFL Learners’ Errors in Language Knowledge in Ongoing Assessments
  • •  Mujahitha Abdul Samad   
    • p1
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• • The Impact of Peer Feedback on Chinese EFL Junior High School Students’ Writing Performance
  • •  Hongxia Hao   
    •  Abu Bakar Razali   
    • p9
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• • The Effect of Written Corrective Feedback on the Acquisition of Different Types of Linguistic Features
  • •  Fatimah Alkhawajah   
    • p32
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• • A Comparison of the Learning Efficiency of Business English between the Blended Teaching and Conventional Teaching for College Students
  • •  Cai-Huan Yang   
    •  Yenling Huang   
    •  Peiwen Huang   
    • p44
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• • An Exploration of Thai ESP Teachers’ Self-Efficacy and Sources Concerning Course Development and Instruction
  • •  Kanokpoj Khakhai   
    •  Pimsiri Taylor   
    • p54
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• • The Influence of Partners’ L2 Proficiency on Test-Takers’ Performance in Paired Oral Assessment
  • •  Jiliang Chen   
    •  Lanlan Li   
    •  Yalin Shen   
    •  Haoxia Li   
    • p69
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• • Examining the Dependability and Practicality of Analytic Rubric of Summary Writing Using Multivariate Generalizability Theory: Focusing on Japanese University Students with Lower-Intermediate Proficiency in English
  • •  Makiko Kato   
    • p82
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• • Recast, Task Complexity and Child Learners’ L2 Development
  • •  Lihui Lv   
    •  Chunyan Liu   
    • p95
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• • Code Switching and Code Mixing in Teaching and Learning of English as a Second Language: Building on Knowledge
  • •  Nnenna Gertrude Ezeh   
    •  Ifeoma Ann Umeh   
    •  Esther Chikaodi Anyanwu   
    • p106
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• • A Leadership Model for Supporting the Mastery of Core Competencies for College English Learners in Application-Oriented Universities in Shanghai, China
  • •  Jun Liu   
    •  Poonpilas Asavisanu   
    • p114
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• • An Investigation into the Use of Socio-Cultural Strategies in L2 Writing among Chinese English Majors
  • •  Chili Li Li   
    •  Yuehua Wang   
    •  Long Qian   
    •  Zhenru Shang   
    • p127
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• • Academic Vocabulary Acquisition Difficulties for Saudi Postgraduate Students in New Zealand Universities
  • •  Ayman Ankawi   
    • p138
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• • The Effect of Manipulating Task Complexity Along Resource-Dispersing Dimension on L2 Written Performance from the Perspective of Complexity Theory
  • •  Xiaobo Luo   
    • p151
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• • English Language Teaching, Vol. 15, No. 9, September 2022
  • •  Gavin Yu   
    • p160
    •  PDF 
      

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