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Studies in Second Language Learning and Teaching
Studies in Second Language Learning and Teaching
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Carmen Muñoz
465-484
Starting age and other influential factors: Insights from learner interviews
2014 January 1
https://doi.org/10.14746/ssllt.2014.4.3.5
Virág Csillagh
431 - 453
Global trends and local realities: Lessons about economic benefits, selves and identity from a Swiss context
2015 January 1
https://doi.org/10.14746/ssllt.2015.5.3.5
Ali H. Al-Hoorie
423-454
Unconscious motivation. Part I: Implicit attitudes toward L2 speakers
2016 September 29
https://doi.org/10.14746/sllt.2016.6.3.4
Liana Maria Pavelescu
55-82
Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases
2019 March 22
https://doi.org/10.14746/ssllt.2019.9.1.4
Anna Mystkowska-Wiertelak, Agnieszka Pietrzykowska
119-134
L2 willingness to communicate (WTC) and international posture in the Polish educational context
2011 August 1
https://doi.org/10.14746/ssllt.2011.1.1.7
Szilvia Bátyi
149-167
The role of attitudes in the development of Russian as a foreign language: A retrospective study
2017 March 31
https://doi.org/10.14746/ssllt.2017.7.1.8
Kata Csizér, Csaba Kálmán
225-246
A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary
2019 March 22
https://doi.org/10.14746/ssllt.2019.9.1.10
Ali H. Al-Hoorie
619-649
Unconscious motivation. Part II: Implicit attitudes and L2 achievement
2016 December 30
https://doi.org/10.14746/ssllt.2016.6.4.4
Julian Pigott
177-198
Anagnorisis and narrative incorporation: How significant incidents affect language-learning behavior
2019 March 22
https://doi.org/10.14746/ssllt.2019.9.1.8
Griet Boone, June Eyckmans
571-599
Exploring collocation development in L2 German from students’ perspective: A contrasting case study
2023 September 21
https://doi.org/10.14746/ssllt.32539
Mirosław Pawlak
233-239
Review of Lessons from exceptional language learners who have achieved nativelike proficiency: Motivation, cognition and identity by Zoltán Dörnyei and Katarina Mentzelopoulos
2023 March 31
https://doi.org/10.14746/ssllt.37417
Yiran Zhang , Mostafa Papi
Regulatory focus predicts individual differences in pragmatic versus grammatical awareness and sensitivity
2024 January 30
https://doi.org/10.14746/ssllt.35073
Jean-Marc Dewaele, Kazuya Saito
171-191
Are enjoyment, anxiety and attitudes/motivation different in English foreign language classes compared to LOTE classes?
2024 March 26
https://doi.org/10.14746/ssllt.42376
Ching-Hsuan Wu, Sergio Robles-Puente, Amy S. Thompson
149-170
“Profesora is doing a great job!” or “Online learning sucks”: The relationship between students’ profiles and online language learning
2024 March 26
https://doi.org/10.14746/ssllt.42375
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