Applied Linguistics

Language Learning Strategies in SLA: A Systematic Review of the Latest Research Trends and Methods

Xiaoyu Pei, Arizona State University

How Integrating French Students’ Informal Practices into a University Online English Course Can Make Them Expert Learners

Lily Schofield, University of Paris

A Comparative Analysis of Application Letters from a Register Perspective

Seda Acikara, Northern Arizona University

Lexical Diversity in English Writing: Lessons from a Broad Corpus Sample

Itamar Shatz, University of Cambridge

Satellite or Verb Framed: How to improve manner of motion verb dictionary entries?

Tan Arda Gedik, Friedrich-Alexander Universität Erlangen-Nürnberg

Authorial Style in Creative Registers

Marianna Gracheva, Northern Arizona University

From slur to vocative and beyond: An analysis of the M-word in Venezuelan Spanish.

Blanca Romero Pino, Arizona State University

“We’re All Wondering What Your Home Run Call Is Going to Be”: Analyzing a Woman-led Major League Baseball Broadcast through a CA Approach

Ryan Dekker, Arizona State University

Using Miscue Analysis and Retrospective Miscue Analysis to Build on Two Young Readers’ Strengths

Kyungjin Hwang, University of South Carolina

Comparing the Morphology of EAP Reading Textbooks to Lower-division University Textbooks

Ethan M. Lynn, Northern Arizona University

Schoolscapes: An explorative study at Panglong Hall, University of Yangon, Myanmar

Winn Myintzu, University of Szeged

Null Complement Anaphora – A corpus-based perspective

Van Huong Nguyen & Jong-Bok Kim, Kyung Hee University

Language Attitude towards the Urban and Bedouin Dialects in Najd, Saudi Arabia

Ayoub Alothman, Arizona State University

Language teaching in Blended environments: from interviews to questionnaire design using Framework Analysis. A preliminary study

Giorgia Andreolli, University of Verona

Japanese L2 Student Awareness of Semantic Kanji Components

Rachel Garton, University of North Texas

Processability approaches to instructed language learning in multilingual contexts: developmental stages from a receptive competence perspective

Helen Victoria Forsyth, Free University of Bozen-Bolzano

Can L2 learners predict syntactic structures as L1 speakers do? Evidence from an English NP-coordination structure.

Shaohua Fang, University of Pittsburgh

Notes on the Trans Voice

Alexandra E. Gilbert, Arizona State University

Introducing web-based collaborative strategic reading into L2 instruction

Tetiana Tytko, University of Maryland

The Invisible Faculty

Angeles Ortega-Luque, University of Pennsylvania