Vol. 9 No. 4 (2019) | Studies in Second Language Learning and Teaching

Notes on Contributors

567-576

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Editorial

Mirosław Pawlak

577-579

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Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence

Marco Octavio Cancino Avila

581-606

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Patterns of uptake and repair following recasts and prompts in an EFL context: Does feedback explicitness play a role?

Reza Shirani

607-631

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Longitudinal effects of task performance and self-concept on preadolescent EFL learners’ causal attributions of grammar success and failure

Günter Faber

633-656

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Factors influencing language teacher cognition: An ecological systems study

Alireza Mohammadzadeh Mohammadabadi, Saeed Ketabi, Dariush Nejadansari

657-680

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The impact of studying abroad on students’ intercultural competence: An interview study

Paweł Sobkowiak

681-710

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Using drama activities to teach beginner’s French to Chinese students at a tertiary institution in Hong Kong: An exploratory case study

Zarina Marie Krystle M. Abenoja, Matthew DeCoursey

711-736

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Review of Early instructed second language acquisition: Pathways to competence; Editors: Joanna Rokita-Jaśkow, Melanie Ellis; Publisher: Multilingual Matters, 2019; ISBN: 9781788922494; Pages: 257

Paweł Scheffler

737-744

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Review of Learning strategy instruction in the language classroom: Issues and implementation; Editors: Anna Uhl Chamot, Vee Harris; Publisher: Multilingual Matters, 2019; ISBN: 9781788923392; Pages: 296

Olga Trendak

745-753

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Reviewers for Volume 9/2019

755-760

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