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Research article

First published 2024

The effect of task-based peer interaction and pre-task instruction on young EFL learners’ explicit and implicit knowledge of past tense: An intervention study

Elisabet Pladevall-Ballester, Eloi Puig-Mayenco, Montserrat Capdevila

Language Teaching Research

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Research article

First published 2025-1

The effects of pre-task explicit instruction on L2 oral self-repair behaviour

Michael Sadeghi, Mostafa Pourhaji

Language Teaching Research

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Research article

First published 2018-1

L2 fluency as influenced by content familiarity and planning: Performance,measurement,and pedagogy

Gavin Bui, Zeping Huang

Language Teaching Research

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Research article

First published 2017-12

Investigating How to Support Principals as Instructional Leaders in Mathematics

Melissa D. Boston, Erin C. Henrick, Lynsey K. Gibbons [...]

Journal of Research on Leadership Education

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Research article

First published 2005-01

The effects of processing instruction,traditional instruction and meaning—output instruction on the acquisition of the English past simple tense

Alessandro Benati

Language Teaching Research

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Research article

First published 2006-10

The effects of explicit feedback on the development of pragmatic proficiency

Masahiro Takimoto

Language Teaching Research

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Research article

First published 1983-3

The Effects of Long-Term Vocabulary Instruction on Reading Comprehension: A Replication

Margaret G. McKeown, Isabel L. Beck, Richard C. Omanson [...]

Journal of Literacy Research

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Research article

First published 2018-8

Neurophysiological markers of high anxiety level in man during the process of preparing for a visual recognition

Evgeniy A. Cheremushkin, Nadezda E. Petrenko, Irina A. Yakovenko [...]

Journal of Integrative Neuroscience

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Research article

First published 2024-8

The Effects of Communication Strategy Training on Speaking Task Performance

Brett Milliner, Blagoja Dimoski

RELC Journal

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Research article

First published 2003-12

Phonological Awareness in Spanish

Brenda K. Gorman, Ronald B. Gillam

Communication Disorders Quarterly

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