Acceso usuarios
págs. 1-6
págs. 7-9
The role of resilience and perseverance of effort among Chinese EFL teachers’ work engagement
Jingfeng Qu
, Mingzhe Wang, Yihang Xin
págs. 11-28
Yao Yao
págs. 29-45
Motivación del profesorado de secundaria y calidad de la enseñanza de ELE en Costa de Marfil: un estudio correlacional
Jean Roch Donald Abi, Juan de Dios Villanueva Roa 
págs. 47-58
The effects of academic oral presentations on EFL students’ oral communication strategy use: an intervention study
Erkan Yüce, Samantha Curle
págs. 59-74
Revisiting Chinese English learners’ perceptions of English as a global language: A qualitative case study
Huashan Lu, Fan Fang
págs. 75-92
Creencias de futuros profesores sobre el plurilingüismo en un contexto social monolingüe
Ignacio Fernández Portero, María Isabel Morera Bañas
págs. 93-108
Jingjing Yang, Ali Derakhshan, Anna Lia Proietti Ergün
págs. 109-126
Kyoko Ito Morales, Jerónimo Morales Cabezas
págs. 127-145
English as a foreign language teacher’s well-being, resilience, and burnout
Nan Ding, Yiyu Wang, Yongxiang Wang
págs. 147-166
Novice and experienced language teachers’ experiences of designing materials: A comparative case study
Jiao Li, Yun Wu, Xuesong Gao
págs. 167-182
The –s morpheme in CLIL and EFL: DP structure and time/untimed tasks
Jasna Toquero Unanue, María del Pilar García Mayo
págs. 183-198
Les Attitudes des futurs professeurs de FLE envers l’expression orale en présentiel et à distance
İrem Onursal Ayirir, Yıldız Fakioğlu Gökduman
págs. 199-216
The impact of student choice in shaping their bilingual education attitudes and perceptions
Diego Ardura Martinez , Inmaculada Senra Silva
págs. 217-233
Professional outcomes of University of Granada’s French studies bachelor’s graduates, post-Bologna process: A preliminary study
Charlotte Defrance, Maryam Shams, Ariane Ruyffelaert
págs. 235-252
Predicting English as a foreign language learners’ motivation through teachers’ credibility and self-efficacy: Using structural equation modeling
Aigui Wang, Hongwu Yang
págs. 253-271
Linguistic, cognitive, and affective components of L2 listening comprehension: A multidimensional model
Tuncay Karalık, Ali Merç
págs. 273-293
Predictors of foreign language speaking anxiety in a tertiary level EFL context
Gonca Nur Ölmez, Binnur Genç İlter
págs. 295-310
A qualitative analysis of teachers´ reasons for translanguaging
Iratxe Serna Bermejo
págs. 311-327
Umut Can Gökduman
Es reseña de:
Enseigner la traduction dans les contextes francophones
T. Levick
Artois : Université, 2021
págs. 329-330
Ying Hong
Es reseña de:
Assessment for language teaching
Phakiti Aek
Cambridge University Press, 2024
págs. 331-334
Multiliteracies in international educational contexts: Towards education justice. Zapata, G. C., Kalantzis, M. and Cope, B. (Eds.) (2024). Routledge, London, 212 pages, ISBN: 978-1-003-34966-2
Rongle Tan
Es reseña de:
Multiliteracies in international educational contexts
C. Kalantzis
London : Routledge, 2024
págs. 335-336
Instructed Second Language Pragmatics for The Speech Acts of Request, Apology, and Refusal: A Meta-Analysis. Ali Derakhshan & Farzaneh Shakki. (2023). Second Language Learning and Teaching, Springer Cham, 114 pages, ISBN: 978-3-031-37092-2
Yumeng Guo, Yongliang Wang
Es reseña de:
Instructed Second Language Pragmatics for The Speech Acts of Request, Apology, and Refusal
Ali Derakhshan
Springer Cham, 2023
págs. 337-340
Ping Hu
Es reseña de:
Reflecting on the Common European Framework of Reference for Languages and Its Companion Volume
D. Little
Multilingual Matters, 2022
págs. 341-344
Teaching English as an International Language. Selvi, A. F., Galloway, N., & Rose, H. (2024). Cambridge University Press, 96 pages, ISBN: 978-1-108-82123-0
Qiudong Li
Es reseña de:
Teaching English as an International Language
A. F. Selvi
Cambridge University Press, 2024
págs. 345-347
págs. 348-348
