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Journal Issue Title
 
CALICO Journal Vol 19 No. 3 (2002) The Effect of Online Quizzes on Learning Japanese View
Reiko Itoh, Charles Hannon
 
CALICO Journal Vol 24 No. 2 (2007) Live Action Spanish Interactive View
Felicia Rader
 
CALICO Journal Vol 16 No. 3 (1999) Explicit Pronunciation Training Using Automatic Speech Recognition Technology View
Jonathan Dalby, Diane Kewley-Port
 
CALICO Journal Vol 24 No. 2 (2007) Technology Applications in English Language Teaching in Egyptian Universities: A Developing Relationship View
Liz England
 
CALICO Journal Vol 12 No. 2-3 (1994) Personality Types and Megabytes: Student Attitudes Toward Computer Mediated Communication (CMC) in the Language Classroom View
Margaret Healy Beauvois, Jean Eledge
 
CALICO Journal Vol 34 No. 2 (2017) Situated Learning for Foreign Language Teachers in One-to-One Computing Initiatives View
Pamela M. Wesely, Elizabeth Plummer
 
CALICO Journal Vol 16 No. 3 (1999) Using a Computer in Foreign Language Pronunciation Training: What Advantages? View
Maxine Eskenazi
 
Linguistics and the Human Sciences Vol 1 No. 3 (2005) Vol. 1, No. 3 (2005) FREE SAMPLE ISSUE Through a glass darkly: a critique of the influence of linguistics on theories of music View
Edward McDonald
 
Sociolinguistic Studies Vol 2 No. 2 (2001) Estudios de Sociolingüística 2.2 2001 he place of Chabacano in the Philippine linguistic profile View
John Lipski
 
Equinox eBooks Publishing Language in Action 6. A Functional Study of Transitivity and Attitude in Student Writing in Spanish across Disciplines: Making Connections View
Natalia Ignatieva, Daniel Rodríguez-Vergara, Victoria Zamudio
 
CALICO Journal Vol 16 No. 2 (1999) Expeditions Into English 1.0 View
Christina Gitsaki
 
Journal of Applied Linguistics and Professional Practice Vol 5 No. 1 (2008) JAL Vol 5, No 1 (2008) Is it Relevant? The Role of Off-task Talk in Collaborative Learning View
Khaled Barkaoui, Margaret So, Wataru Suzuki
 
Sociolinguistic Studies Vol 10 No. 1-2 (2016) The dynamics of youth language in Africa The use of discourse markers among youth in Senegambia borderland View
Jane Mitsch
 
Language and Sociocultural Theory Vol 6 No. 2 (2019) Cognitive Linguistics, Sociocultural Theory and Content and Language Integrated Learning: Researching Development of Polysemous L2 Lexis View
Kent Hill
 
Journal of Skyscape Archaeology Vol 3 No. 2 (2017) Estimating the Reliability of Digital Data Acquisition in Cultural Astronomy: The Case of Roman North Africa View
Andrea Rodríguez-Antón, A. César González-García, Juan Antonio Belmonte
 
CALICO Journal Vol 25 No. 1 (2008) Learner Personas in CALL View
Trude Heift
 
CALICO Journal Vol 28 No. 3 (2011) Investigating Writing Strategies and Revision Behavior in Collaborative Wiki Projects View
Claudia Kost
 
CALICO Journal Vol 2 No. 1 (1984) IMPLICATIONS OF RESEARCH AND THEORY CONCERNING THE INFLUENCE OF CONTROL ON THE EFFECTIVENESS OF CALL View
Vance Stevens
 
CALICO Journal Vol 28 No. 1 (2011) Computer-mediated Scaffolding in L2 Students' Academic Literacy Development View
Rui Cheng
 
Writing & Pedagogy Vol 9 No. 2 (2017) Learner revision practices and perceptions of peer and teacher feedback View
Rachael Ruegg
 
Journal of Applied Linguistics and Professional Practice Vol 12 No. 1 (2015) ‘Academese’, ‘church chat’ and the fear of alienating the congregation: Exploring church preaching as a lexical environment View
Hans Malmström
 
Gender and Language Vol 3 No. 2 (2009) Gendered choices: codeswitching and collaboration in a bilingual classroom View
Janet M. Fuller
 
Writing & Pedagogy Vol 6 No. 2 (2014) Special Issue: Feedback in Writing A Teacher's Perspectives on Peer Review in ESL Classes View
Oksana Vorobel, Camilla Vásquez
 
Sociolinguistic Studies Vol 11 No. 1 (2017) The Oxford Handbook of Sociolinguistics, Robert Bayley, Richard Cameron, and Ceil Lucas (eds) (2015), New York: Oxford University Press ISBN 9780190233747 Pp. 194 View
Guinevere Barlow
 
Language and Sociocultural Theory Vol 5 No. 2 (2018) Pre-service Teacher Education from a Sociocultural Perspective: A Case-Study on Teaching Learning through Conceptual Mediation View
Olga Esteve, Francesc Fernández, Asunción Bes
 
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