Vol. 13 No. 1 (2023)

Vol. 13 No. 1 (2023)

Published 2023 March 31
1-16
Notes on Contributors
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Articles

Shanshan Yang, Mostafa Azari Noughabi, Elouise Botes, Jean-Marc Dewaele
17-38
Let’s get positive: How foreign language teaching enjoyment can create a positive feedback loop
https://doi.org/10.14746/ssllt.32358
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Mariusz Kruk, Mirosław Pawlak, Tahereh Taherian, Erkan Yüce, Majid Elahi Shirvan, Elyas Barabadi
39-69
When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation model
https://doi.org/10.14746/ssllt.37174
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Ali Derakhshan, Lawrence Jun Zhang , Kiyana Zhaleh
71-100
The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students’ affective learning: The mediating role of instructor understanding
https://doi.org/10.14746/ssllt.31733
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Phuong-Thao Duong, Maribel Montero Perez, Long-Quoc Nguyen, Piet Desmet, Elke Peters
101-124
The impact of input, input repetition, and task repetition on L2 lexical use and fluency in speaking
https://doi.org/10.14746/ssllt.29727
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Abdullah Alamer, Ahmad Alsagoafi
125-149
Construct validation of the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) and its relation to learning effort and reading achievement
https://doi.org/10.14746/ssllt.31990
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Mateusz Jekiel, Kamil Malarski
151-178
Musical hearing and the acquisition of foreign-language intonation
https://doi.org/10.14746/ssllt.23166
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Cailing Lu, Averil Coxhead
179-217
Specialized vocabulary across languages: The case of traditional Chinese medicine
https://doi.org/10.14746/ssllt.31677
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Book reviews

Adriana Biedroń
219-224
Review of Exploring L1-L2 relationships: The impact of individual differences by Richard Sparks
https://doi.org/10.14746/ssllt.36132
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Danuta Gabryś-Barker
225-231
Review of An advanced guide to multilingualism by Larissa Aronin
https://doi.org/10.14746/ssllt.35760
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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
https://doi.org/10.14746/ssllt.37417
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