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  1. Test title workflow roles

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  2. Test title

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  3. What do learners think about studying foreign languages?

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  4. Which factors influence early language learning?

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  5. The role of context in understanding and remembering vocabulary

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  6. Learner motivation in project-based L2 classrooms

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  7. How much can learners with EAL learn from each other?

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  8. The influence of age and previous language knowledge on pronunciation in young language learners

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  9. Teaching reading strategies to beginner learners in a classroom context

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  10. Formulaic sequences and perceived oral proficiency

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  11. Exercises for learning verb-noun collocations

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  12. Experiments on formulaic sequences in a second language

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  13. Underlining multiword units in second language (L2) reading texts

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  14. Review of research on teacher cognition in language teaching

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  15. A Bayesian approach to measuring evidence in L2 research: An empirical investigation

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  16. Multiple regression in L2 research

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  17. Which feedback is more effective: giving a rule or the corrected answer?

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  18. Can L2 learners use case marking to predict upcoming sentence information?

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  19. Assessing bilingual children – what if testing both languages is not possible?

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  20. How similarity between languages can help language learning

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  21. The role of pronunciation instruction in improving the comprehensibility and nativeness of adult L2 learners’ pronunciation

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  22. What is the relationship between the knowledge of chunks and creative language use?

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  23. Toward a learner-centred definition of formulaic sequences

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  24. How much does the first language influence the order in which grammar features are learned in a new language?

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  25. Willingness to communicate and its links to language teaching approaches

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  26. Comparing language learners’ anxiety levels in face-to-face interaction and computer-mediated interaction

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  27. Intercultural exchange online – what do learners think?

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  28. Second language vocabulary learning from and while reading a story

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  29. How effective is computer assisted language learning?

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  30. How does age affect different domains of language?

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  31. How heritage speakers choose which vowel system to use

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  32. How much does a first language’s grammar impact ability to learn a new language?

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  33. Exploring young learners’ foreign language learning awareness

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  34. The role and nature of the cultural dimension in primary modern languages

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  35. Children using multiple languages together in the classroom: a method for learning and teaching

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  36. Esperanto as a tool in classroom foreign language learning in England

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  37. How native and non-native speakers assess the fluency of language learners

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  38. Learning a language can influence how you describe an event, does that change how you think about it?

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  39. Transition, and children’s motivation for language learning

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  40. Picking up phrasal verbs with multiple meanings: How many do learners know and what facilitates this knowledge?

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  41. Competing vocabulary teaching methods

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  42. Practical pedagogical recommendations for vocabulary teaching and learning

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  43. Comparison of pair and group tasks’ influence on vocabulary learning

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  44. How internal and external factors influence the development of children’s second language

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  45. Helping young children to develop awareness of the language they are learning

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  46. Reading, language, and memory skills of bilingual and monolingual children aged 9-14

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  47. The effects of direct written corrective feedback, metalinguistic written comments and learner differences on foreign language learners’ use of articles

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  48. Developing a second language comprehensibility scale to measure academic speaking

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  49. Can doing practice activities in the first language help improve second language performance?

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  50. New teachers’ knowledge of languages and use of languages in the classroom

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