Vol. 17, No. 7 (2024), English Language Teaching

English Language Teaching, Vol. 17, No. 7, July 2024

• • Exploring Conflict Dynamics Model in Second Language Collaborative Writing Classrooms
  • •  Qianhong Zeng   
    •  Yukai Wei   
    • p1
    •  PDF 
      
• • Speak Beyond Borders: A Systematic Review of Task-Based Language Teaching for EFL Speaking Proficiency
  • •  Yan Yu   
    •  Samah Ali Mohsen Mofreh   
    •  Sultan Salem   
    • p15
    •  PDF 
      
• • The Effectiveness of the Integration of ChatGPT into Flipped Classrooms from Teachers’ and Learners’ Perspectives
  • •  Le Quang Dung   
    • p38
    •  PDF 
      
• • An Action Research on Incorporating Multimodal Composing to Facilitate Student Engagement in Continuation Writing Tasks in Chinese High School EFL Teaching
  • •  Shiyun Tian   
    •  Yi Deng   
    • P50
    •  PDF 
      
• • Evaluating the Efficacy of Code-Switching as a Strategy for Enhancing ESL Instruction
  • •  Latifah Almutairi   
    •  Reem Alqarni   
    • p64
    •  PDF 
      
• • Motivation Differences Between Different Groups of International Business Students in Guangdong Communication Polytechnic
  • •  Weiwei Tu   
    •  Mohamad Jafre Bin Zainol Abidin   
    •  Fengfeng Zhang   
    •  Weizhi Chen   
    • p82
    •  PDF 
      
• • The Correlation of Field Cognitive Style and Working Memory Capacity with English Reading Strategy of Second Language Learners
  • •  Haiyan Tong   
    •  Chao Wang   
    • p94
    •  PDF 
      
• • Enhancing Vocabulary Proficiency and Self-Directed Learning through YouTube: A Study in an EFL Context
  • •  Chia Pei Wu   
    • p109
    •  PDF 
      
• • The Application and Impact of Smart Teaching Platform in TESOL: Perspectives From Junior High School Teachers
  • •  Dong Wenlong   
    •  Samah Ali Mohsen Mofreh   
    •  Sultan Salem   
    • p120
    •  PDF 
      
• • Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 7, 2024
  • •  Gavin Yu   
    • p133
    •  PDF 
      

This work is licensed under a Creative Commons Attribution 4.0 License.