No. 13 (2016)

View No. 13 (2016)

Published: 2016-12-21

Full Issue

Full issue

Editorial

Editorial

Josephine Taylor

5-10
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DOI: https://doi.org/10.26817/16925777.334

Research Articles

Effectiveness of Systemic Text Analysis in EFL Writing Instruction

Ender Velasco Tovar

11-33
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DOI: https://doi.org/10.26817/16925777.310
Effects of Tasks on Spoken Interaction and Motivation in English Language Learners

Nubia Patricia Carrero Pérez

34-55
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DOI: https://doi.org/10.26817/16925777.311
Lexical Competence and Reading Comprehension: A Pilot Study with Heritage Language Learners of Spanish

Edna Velásquez

56-74
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DOI: https://doi.org/10.26817/16925777.312
Teachers and Students’ Stereotypes about the Teaching and Learning of English

Eliana Edith Roberto Flórez, Gladis Leonor Arias Rodriguez

75-92
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DOI: https://doi.org/10.26817/16925777.313
Task-based Learning and Language Proficiency in a Business University

Amelia Chloe Caroline Newsom-Ray, Sarah Jane Rutter

93-110
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DOI: https://doi.org/10.26817/16925777.314
Evidence of Intercultural Communication Competence in Tenth Grader’s Narrative Texts

María Eulalia Guerrero Moya, Liliana Muñoz Ortíz, Ana María Niño Díaz

111-130
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DOI: https://doi.org/10.26817/16925777.315
Cultural Collision: The Interference of First Language Cultural Identity on Pragmatic Competence of the Target Language

Yi-Fen Cecilia Liu

131-147
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DOI: https://doi.org/10.26817/16925777.323
High School Students’ Attitudes and Experiences in EFL Classrooms Equipped with Interactive Whiteboards

Turgay Han, Semih Okatan

148-165
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DOI: https://doi.org/10.26817/16925777.317
Using the Cognitive Apprenticeship Model with a Chat Tool to Enhance Online Collaborative Learning

Mónica Rodríguez-Bonces, Kris Ortíz

166-185
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DOI: https://doi.org/10.26817/16925777.318