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Editor's Pick

Created 16 Feb 2022| Updated 23 Jan 2024 | 8 articles

Editor's Pick is a collection of empirical studies selected by the Editor. One paper from each issue is selected. Studies are chosen based on their scientific merits including their theoretical and methodological rigour, relevance and importance of the topic, and the overall quality of the paper. The papers are made free access for one month.

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Article
Learning and teaching trans-inclusive language and register hybridity for multilingual writers
Emma R. Britton & Theresa Y. Austin

Originally published in Language Awareness, Volume: 33, Number: 1 (02 Jan 2024)

Published online: 12 May 2023
AbstractforLearning and teaching trans-inclusive language and register hybridity for multilingual writers | Full Text | References | PDF (1.2 MB) | EPUB | Supplemental
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Article
The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions?
Sima Khezrlou

Originally published in Language Awareness, Volume: 32, Number: 3 (03 Jul 2023)

Published online: 13 Feb 2023
AbstractforThe role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions? | Full Text | References | PDF (3.9 MB) | EPUB | Supplemental
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Article
“It ain’t what you say. It’s the way you say it”: adapting the matched guise technique (MGT) to raise awareness of accentedness stereotyping effects among Swedish pre-service teachers
Mats Deutschmann, Eric Borgström, Daroon Yassin Falk, Anders Steinvall & Johan Svensson

Originally published in Language Awareness, Volume: 32, Number: 2 (03 Apr 2023)

Published online: 10 May 2022
Abstractfor“It ain’t what you say. It’s the way you say it”: adapting the matched guise technique (MGT) to raise awareness of accentedness stereotyping effects among Swedish pre-service teachers | Full Text | References | PDF (1.4 MB) | EPUB | Supplemental
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Open Access
Article
Time distribution and intentional vocabulary learning through repeated reading: a partial replication and extension
Raquel Serrano & Hsiao-yun Huang

Originally published in Language Awareness, Volume: 32, Number: 1 (02 Jan 2023)

Published online: 15 Mar 2021
AbstractforTime distribution and intentional vocabulary learning through repeated reading: a partial replication and extension | Full Text | References | PDF (1.1 MB) | EPUB | Supplemental
  • 901 Views
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Article
Exploring awareness of metacognitive knowledge and acquisition of vocabulary knowledge in primary grades: a latent growth curve modelling approach
Mark Feng Teng

Originally published in Language Awareness, Volume: 31, Number: 4 (02 Oct 2022)

Published online: 06 Sep 2021
AbstractforExploring awareness of metacognitive knowledge and acquisition of vocabulary knowledge in primary grades: a latent growth curve modelling approach | Full Text | References | PDF (1.8 MB) | EPUB | Supplemental
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Open Access
Article
Educating L2 learners about collaborative writing: exploring the relationship between knowledge of collaborative writing and writing products
Wenting Chen & Wei Ren

Originally published in Language Awareness, Volume: 31, Number: 3 (03 Jul 2022)

Published online: 06 Sep 2021
AbstractforEducating L2 learners about collaborative writing: exploring the relationship between knowledge of collaborative writing and writing products | Full Text | References | PDF (1.1 MB) | EPUB | Supplemental
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Article
Foreign language students’ views on FL and critical literacies
Pedro Antonio Férez Mora, Yvette Coyle & Ángela Dorado Otero

Originally published in Language Awareness, Volume: 31, Number: 2 (03 Apr 2022)

Published online: 04 Apr 2022
AbstractforForeign language students’ views on FL and critical literacies | Full Text | References | PDF (1.1 MB) | EPUB
  • 695 Views
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Article
Incidental corrective feedback provision for formulaic vs. Non-formulaic errors: EFL teachers’ beliefs and practices
Leila Gholami

Originally published in Language Awareness, Volume: 31, Number: 1 (02 Jan 2022)

Published online: 27 Jul 2021
AbstractforIncidental corrective feedback provision for formulaic vs. Non-formulaic errors: EFL teachers’ beliefs and practices | Full Text | References | PDF (1.7 MB) | EPUB | Supplemental
  • 814 Views
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