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11
Development of Speech Fluency Over a Short Period of Time: Effects of Pedagogic Intervention
Development of Speech Fluency Over a Short Period of Time: Effects of Pedagogic Intervention
Tavakoli, P. / TESOL International Association / 2016

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12
Second Language Listening Instruction: Comparing a Strategies-Based Approach With an Interactive, Strategies/Bottom-Up Skills Approach
Second Language Listening Instruction: Comparing a Strategies-Based Approach With an Interactive, Strategies/Bottom-Up Skills Approach
Yeldham, M. / TESOL International Association / 2016

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13
Repeating a Monologue Under Increasing Time Pressure: Effects on Fluency, Complexity, and Accuracy
Repeating a Monologue Under Increasing Time Pressure: Effects on Fluency, Complexity, and Accuracy
Thai, C. / TESOL International Association / 2016

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14
Aiming for Equity: Preparing Mainstream Teachers for Inclusion or Inclusive Classrooms?
Aiming for Equity: Preparing Mainstream Teachers for Inclusion or Inclusive Classrooms?
Coady, M. R. / TESOL International Association / 2016

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15
Motivation and Foreign Language Learning: From Theory to Practice David Lasagabaster, Aintzane Doiz, and Juan Manuel Sierra (Eds.). Amsterdam, the Netherlands: John Benjamins, 2014. Pp. viii + 190.
Motivation and Foreign Language Learning: From Theory to Practice David Lasagabaster, Aintzane Doiz, and Juan Manuel Sierra (Eds.). Amsterdam, the Netherlands: John Benjamins, 2014. Pp. viii + 190.
Zhang, M. / TESOL International Association / 2016

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16
Pedagogical Reasoning in EFL/ESL Teaching: Revisiting the Importance of Teaching Lesson Planning in Second Language Teacher Education
Pedagogical Reasoning in EFL/ESL Teaching: Revisiting the Importance of Teaching Lesson Planning in Second Language Teacher Education
Pang, M. / TESOL International Association / 2016

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17
Oral Corrective Feedback: A Question of Classification and Application
Oral Corrective Feedback: A Question of Classification and Application
Sarandi, H. / TESOL International Association / 2016

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18
Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context
Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context
Khajavy, G. H. / TESOL International Association / 2016

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19
Inclusion and Exclusion: A Case Study of an English Class for LGBT Learners
Inclusion and Exclusion: A Case Study of an English Class for LGBT Learners
Moore, A. R. / TESOL International Association / 2016

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20
TESOL as a Professional Community: A Half-Century of Pedagogy, Research, and Theory
TESOL as a Professional Community: A Half-Century of Pedagogy, Research, and Theory
Canagarajah, S / TESOL International Association / 2016

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