Vol. 11 No. 3 (2021)

Published 2021 September 14

Special issue: Teaching English reading and writing to young learners

Guest editors: Barry Lee Reynolds, Mark Feng Teng

313-324

Notes on Contributors

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Barry Lee Reynolds, Mark Feng Teng

325-330

Editorial: Introduction to the special issue on teaching English reading and writing to young learners

https://doi.org/10.14746/ssllt.2021.11.3.1

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Articles

Sihui (Echo) Ke, Dongbo Zhang

331-350

Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships

https://doi.org/10.14746/ssllt.2021.11.3.2

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Gavin Brooks, Jon Clenton, Simon Fraser

351-376

Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension

https://doi.org/10.14746/ssllt.2021.11.3.3

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Gavin Bui, Xueya Luo

377-400

Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks

https://doi.org/10.14746/ssllt.2021.11.3.4

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Darío Luis Banegas, Robert J. Lowe

401-421

Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools

https://doi.org/10.14746/ssllt.2021.11.3.5

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Barry Lee Reynolds, Mark Feng Teng

423-444

Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors

https://doi.org/10.14746/ssllt.2021.11.3.6

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Maggie Ma, Gavin Bui

445-472

Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study

https://doi.org/10.14746/ssllt.2021.11.3.7

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