ELTED

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  • Home
    • Aims and Scope
    • Editorial Board
    • For contributors
  • Latest volume
  • Previous volumes
    • Volume 25
    • Volume 24
    • Volume 23
    • Volume 22
    • Volume 21
    • Volume 20
    • Volume 19
    • Volume 18
    • Volume 17
    • Volume 16
    • Volume 15
    • Volume 14
    • Volume 13
    • Volume 12
    • Volume 11
    • Volume 10
    • Volume 9
    • Volume 8
    • Volume 7
    • Volume 6
    • Volume 5
    • Volume 4
    • Volume 3
    • Volume 2
    • Volume 1
  • Contact

Volume 25 - 2022

Editors: Darío Banegas (Chief editor), Jason Anderson.
Editorial Board: Jason Anderson, Darío Banegas (Chief Editor), Peter Brown, Steve Mann, Troy McConachy, Annamaria Pinter, Natalie Sharpling, Richard Smith (Chair) and Ema Ushioda.
Copy editing: Calum McDonald-Webb.


Download Volume 25

Contents page

Articles
  • Erzsébet Ágnes Békés - Mentoring Ecuadorian classroom practitioners in Action Research under COVID-19: Facilitating enhanced performance in super-difficult circumstances
  • Jing Xu - Exploring Chinese higher vocational college teachers’ perceptions of critical reading in EFL classes
  • Eman Elturki - A framework for navigating the review and revision of the ELT curriculum
  • Maki Taniguchi and Graham Jones - A CEFR-based approach to helping students construct personal English-learning goals
  • Rafael Cárdenas - Teaching English with film materials: Promoting speaking in EFL classes
  • Burri et al-Researching teacher professional learning in a virtual environment: An online study model 
 
Book reviews
  • Valeria Chumbi and Ella Maksakova - Review of Teachers researching their classroom issues: Reports from Africa
  • Suling Chen - Review of Understanding multimodal discourses in English language teaching textbooks: Implications for students and practitioners
  • Leijun Zhang - Review of Professional development through teacher research: Stories from language teacher educators
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