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Fernández, Susana S. and Hanne Leth Andersen. 2019. Oral proficiency in second and third foreign languages in the Danish education system. Apples - Journal of Applied Language Studies 13 (1) : 49–67.
Borger, Linda. 2019. Assessing interactional skills in a paired speaking test: Raters’ interpretation of the construct. Apples - Journal of Applied Language Studies 13 (1) : 151–174.
Zhang, Leticia Tian and Daniel Cassany. 2019. ‘Is it always so fast?’ Chinese perceptions of Spanish through danmu video comments. Spanish in Context 16 (2) : 217–242.
Romagnoli, Chiara and Sergio Conti. 2019. How and how much? Vocabulary learning strategies and vocabulary size in CFL. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 54 (2) : 93–122.
Cuesta Medina, Jhon A., Nicole Tracy-Ventura, Amanda Huensch and Judith Bridges. 2019. Variables affecting the maintenance of L2 proficiency and fluency four years post-study abroad. Study Abroad Research in Second Language Acquisition and International Education 4 (1) : 96–115.
Dawadi, Saraswati. 2019. Effects of task repetition on EFL oral performance. International Journal of Applied Linguistics 170 (1) : 3–23.
Dewaele, Jean-Marc. 2019. The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners. Journal of Language and Social Psychology 38 (4) : 523–535.
Lozano, Cristóbal and Ana Díaz-Negrillo. 2019. Using learner corpus methods in L2 acquisition research. The morpheme order studies revisited with Interlanguage Annotation. Revista Española de Lingüística Aplicada 32 (1).
Feng, Dezheng (William). 2019. Infusing moral education into English language teaching: an ontogenetic analysis of social values in EFL textbooks in Hong Kong. Discourse 40 (4) : 458–473.
Álvarez Valencia, José Aldemar and Alejandro Fernández Benavides. 2019. Using social networking sites for language learning to develop intercultural competence in language education programs. Journal of International and Intercultural Communication 12 (1) : 23–42.
Figueras, Neus. 2019. Developing and using tasks for the assessment of speaking. Apples - Journal of Applied Language Studies 13 (1) : 133–149.
Li, Shaofeng and Mengxia Fu. 2019. The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback. Journal of Second Language Studies 2 (2) : 233–257.
Nikitina, Larisa and Fumitaka Furuoka. 2019. Language learners’ mental images of Korea: insights for the teaching of culture in the language classroom. Journal of Multilingual and Multicultural Development 40 (9) : 774–786.
Cots, Josep María and Lídia Gallego-Balsà. 2019. Managing the foreign language classroom translingually: the case of international students learning Catalan in a study abroad situation. The International Journal of Multilingualism 16 (4) : 425–441.
Gong, Zhiqi. 2019. Topic prominence in L2 acquisition: Evidence of Chinese-to-English typological transfer. Journal of Second Language Studies 2 (1) : 140–164.
Goto Butler, Yuko. 2019. Teaching vocabulary to young second- or foreign-language learners. What can we learn from the research? Language Teaching for Young Learners 1 (1) : 4–33.
Bernardini, Petra and Jonas Grandfeldt. 2019. On cross?linguistic variation and measures of linguistic complexity in learner texts: Italian, French and English. International Journal of Applied Linguistics 29 (2) : 211–232.
Sayehli, Susan, Malin Ågren and Jonas Granfeldt. 2019. The context of second foreign languages in Swedish secondary schools: Results of a questionnaire to school leaders. Apples - Journal of Applied Language Studies 13 (1) : 27–48.
Gui, Min and Beth Clark-Gareca. 2019. Chinese and American EFL teachers’ beliefs about curricular and pedagogical practices: cross-cultural similarities and differences. Language and Intercultural Communication 19 (2) : 137–151.
Ifantidou, Elly and Anna Hatzidaki. 2019. Metaphor comprehension in L2: Meaning, images and emotions. Journal of Pragmatics 149 : 78–90.
Håkansson, Gisela, Jörg-U. Keßler, Ragnar Arntzen and Arnstein Hjelde, eds. 2019. Teachability and Learnability across Languages. (Processability Approaches to Language Acquisition Research & Teaching 6). John Benjamins.
Nooy, Juliana de and Thi Hanh Hoang. 2019. Direct disagreement in Vietnamese students’ EFL group work discussion. Australian Review of Applied Linguistics 42 (1) : 59–83.
Hopp, Holger. 2019. Cross-linguistic influence in the child third language acquisition of grammar: Sentence comprehension and production among Turkish-German and German learners of English. International Journal of Bilingualism 23 (2) : 567–583.
Huang, Shu-Chen. 2019. Learning experience reigns – Taiwanese learners’ motivation in learning eight additional languages as compared to English. Journal of Multilingual and Multicultural Development 40 (7) : 576–589.
Feng, Dezheng (William) and Wenhong Huang. 2019. Exploring the dynamics of motivation for learning Japanese among Chinese learners: an elicited metaphor analysis. Journal of Multilingual and Multicultural Development 40 (7) : 605–617.