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Vol. 25 No. 2 (2022)
Vol. 25 No. 2 (2022)
Published:
2022-10-20
Editorial
Editorial
Eva Kartchava, Michael Rodgers
i-iv
PDF
Articles
Incongruence Between Learning Style and Written Corrective Feedback Type: Mediating Effect of Implicit Theory of Learning Style
Hanan Jalali, Mohammad Rahimi
1-22
PDF
Recommander une œuvre narrative en français et en anglais : analyse de textes d’élèves de 6e primaire écrits à la suite d’un coenseignement bilingue du genre
Marie-Hélène Forget, Joël Thibeault
23-46
PDF
A Corpus-Based Comparison of Syntactic Complexity in Spoken and Written Learner Language
Shinjae Park
47-70
PDF
Material Use in Collaborative Dialogue by Japanese University Students Learning Future Tenses in French as a Foreign Language: A Discourse and Interaction Analysis
Loïc Renoud
71-102
PDF
Investigating the Lexical Demands of English-as-an-Additional-Language and General-Audience Podcasts and Their Potential for Incidental Vocabulary Learning
Masoud Motamedynia, Naseh Nasrollahi Shahri
103-131
PDF
La fréquence de l’alternance codique dans les groupes WhatsApp des étudiants libanais
Ayman Halawi, Nasri Messarra, Jarjoura Hardane
132-147
PDF
Book Reviews
Review of Farrell, T.S.C, & Jacobs, G.M. (2020). Essentials for Successful English Language Teaching. Bloomsbury Publishing.
Allyson Eamer
148-149
PDF
Review of McNamara, T., Knoch, U., & Fan, J. (2019). Fairness, Justice, and Language Assessment: The Role of Measurement. Oxford University Press.
Gladys Jean
150-151
PDF
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