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期
标题
作者
卷 8, 编号 3 (2022)
Comparing Two Measures of L2 Depth of Vocabulary Knowledge Using their Relationship with Vocabulary Size
Dabbagh A., Janebi Enayat M.
PDF
(Eng)
卷 9, 编号 3 (2023)
The Learning Potential of a TV Series in Promoting L2 Incidental Learning of Idiomatic and Non-Idiomatic Phrasal Verbs
Alshumrani H.
PDF
(Eng)
卷 9, 编号 2 (2023)
The relationship between the perception and knowledge of academic vocabulary among EFL and EMI university students
Makovskaya L., Juraeva I.
PDF
(Eng)
卷 7, 编号 1 (2021)
The Efficacies of an Explicit Vocabulary Instruction Model on ESL Learners’ Vocabulary Size and Writing Skills
Subon F., Unin N.
PDF
(Eng)
卷 9, 编号 4 (2023)
Effects of Computer-assisted Language Learning (CALL) and Different Interaction Patterns on Vocabulary Development of EFL Learners
Shamshiri F., Shafiee S., Rahimi F.
PDF
(Eng)
卷 9, 编号 3 (2023)
The Effectiveness Data-Driven Vocabulary Learning: Hands-on Concordancing through a Pedagogical Corpus
Tosun S., Sofu H.
PDF
(Eng)
卷 8, 编号 1 (2022)
Insights into ESP Vocabulary Learning Strategies Used by Vietnamese Tertiary Students
Duong T.
PDF
(Eng)
卷 10, 编号 3 (2024)
Academic Vocabulary Distribution in Applied Linguistics Journal Research Articles: Do SINTA Rankings Matter?
- S., Ningrum D., Wardani A., Nobair A., Intan P.
PDF
(Eng)
卷 8, 编号 2 (2022)
Academic Vocabulary in Applied Linguistics Research Articles: A Corpus-based Study
Xodabande I., Torabzadeh S., Ghafouri M., Emadi A.
PDF
(Eng)
卷 7, 编号 2 (2021)
The Effect of Text Messaging on EFL Learners' Lexical Depth and Breadth
Behforouz B., Frumuselu A.
PDF
(Eng)
卷 6, 编号 2 (2020)
A Comparison of EFL Fifth Graders’ Vocabulary Acquisition through Skype Videoconferencing and Face-to-face Picture Book Storytelling
Chiu H., Chen C.
PDF
(Eng)
卷 7, 编号 3 (2021)
Exploring the Relationship Between L2 Listening and Metacognition after Controlling for Vocabulary Knowledge
Wallace M.
PDF
(Eng)
卷 7, 编号 2 (2021)
The Effects of Computer-assisted L1 and L2 Textual and Audio Glosses on Vocabulary Learning and Reading Comprehension across Different Learning Styles
Tadayonifar M., Entezari M., Valizadeh M.
PDF
(Eng)
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