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No. 11 (2015)

View No. 11 (2015)

Published: 2015-12-14

Full Issue

Full issue

Editorial

Editorial

Josephine Taylor

5-8
- PDF (Español)

Articles

Effects of Classroom Assessment Practices in a Foreign Language Reading Course

Sergio Alonso Lopera Medina

9-25
- PDF
DOI: https://doi.org/10.26817/16925777.377

Research Articles

Evidence of Critical Thinking in High School Humanities Classrooms

David Vargas Alfonso

26-44
- PDF
DOI: https://doi.org/10.26817/16925777.281
Mitigation of Disagreement in Peer Review among L2 Learners and Native Speakers in a College Writing Class

Katherine O'Donnell Christoffersen

45-62
- PDF (Español)
DOI: https://doi.org/10.26817/16925777.285
Factors Affecting Academic Resilience in Middle School Students: A Case Study

Luisa Fernanda Rojas F.

63-78
- PDF (Español)
DOI: https://doi.org/10.26817/16925777.286
Foreign Language Learning Strategies in the Context of STEM Education

Turgay Han

79-102
- PDF (Español)
DOI: https://doi.org/10.26817/16925777.287

Reflective Articles

Transformation: A Model for Restructuring the Preparation of English Teachers in Ecuador

M. Elisabeth Serrano, Cristina G. Vizcaíno, Daniel Cazco, Natalie A. Kuhlman

103-117
- PDF (Español)
DOI: https://doi.org/10.26817/16925777.289
Using the EPOSTL for Dialogic Reflection in EFL Teacher Education

Holli Schauber

118-137
- PDF (Español)
DOI: https://doi.org/10.26817/16925777.290
The Differences between Spoken and Written Grammar in English, in Comparison with Vietnamese

Nguyen Cao Thanh

138-153
- PDF (Español)
DOI: https://doi.org/10.26817/16925777.291

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