Recasts, prompts and noticing: A comparative study

Choo Siow Chin, Stefanie Pillai, Siti Zaidah Zainuddin

pp. 416-441

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Project-based-learning on critical reading course to enhance critical thinking skills

Dina Merris Maya Sari, Yudy Prasetyo

pp. 442-456

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Collocates of 'great' and 'good' in the Corpus of Contemporary American English and Indonesian EFL textbooks

Ikmi Nur Oktavianti, Japen Sarage

pp. 457-478

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Interactive intervention strategy for English as a foreign language classes versus traditional methods to teach speaking

Amjad Alsyouf, Murad Al Kayed

pp. 479-491

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Learning objectives and environments: How do they affect students’ motivation in English language learning?

Bayu Senjahari, Desfitranita Desfitranita, Martin Kustati

pp. 492-507

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The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education

Ryani Yulian

pp. 508-522

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Inversion and word order in English: A functional perspective

Aladdin Assaiqeli, Mahendran Maniam, Mohammed Farrah

pp. 523-545

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Strategies employed by EFL doctoral candidates in dissertation writing completion

Saiful Marhaban, Nur Mukminatien, Utami Widiati, Teguh Sulistyo, Wardani Dwi Suhastyanang, Yunita Puspitasari, Asnawi Muslem

pp. 546-560

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The EFL pre-service teachers' experiences and challenges in designing teaching materials using TPACK framework

Syamdianita Syamdianita, Bambang Yudi Cahyono

pp. 561-577

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Rhetorical structure in the problem statement section of Iranian postgraduate students' research projects

Zahra Tarvirdizdeh, Vahid Nimehchisalem

pp. 578-595

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Developing descriptive reading materials in EFL classes by utilizing the local culture

Nur Azizah, Rita Inderawati, Machdalena Vianty

pp. 596-621

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