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Review on Languaging in Language Learning and Teaching: A Collection of Empirical Studies

  • Ruiying Niu

    Ruiying NIU is Professor of English (applied linguistics) at Guangdong University of Foreign Studies. Her research efforts have been focused on language output, interaction, writing feedback, languaging, and the sociocultural theory of second language development.
Published/Copyright: March 17, 2023
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Chinese Journal of Applied Linguistics
From the journal Chinese Journal of Applied Linguistics Volume 46 Issue 1

Published Online: 2023-03-17
Published in Print: 2023-02-23

© 2023 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy

Articles in the same Issue

  1. Frontmatter
  2. Speech Intelligibility
  3. Does the Functional Load Principle Predict How Important Phonemic Contrasts Are to Intelligibility Among ELF Users? A Partial Replication of Munro and Derwing (2006) From an ELF Perspective
  4. Comparing the Intelligibility of Different Varieties of English Through Predicting Learners Comprehension: A Phonetic Experimental Approach
  5. Second Language Acquisition
  6. Dialogic Learner and Identity Changes in the English Majors at a University for Liberal Arts
  7. Going for -ing or -en? A Puzzle about Adjectival Participles for Learners of English
  8. Study of High-Proficiency Chinese EFL Learners’ Strategy Applications in Constructive Feedback
  9. Language Teaching
  10. An Exploratory Study of Students’ and Teachers’ Perceptions of Language-Literature Integration in Secondary EFL Education
  11. An Exploration of Learning Satisfaction and Problems on Synchronous Online Teaching Mode in an English Comprehensive Reading Course During the COVID-19 Epidemic Period
  12. Second Language Writing
  13. Student Engagement With Peer Feedback in L2 Writing: A Multiple Case Study of Chinese Secondary School Students
  14. Book Review
  15. Review on Languaging in Language Learning and Teaching: A Collection of Empirical Studies
  16. Abstracts
  17. Chinese Abstracts
https://doi.org/10.1515/CJAL-2023-0109

Articles in the same Issue

  1. Frontmatter
  2. Speech Intelligibility
  3. Does the Functional Load Principle Predict How Important Phonemic Contrasts Are to Intelligibility Among ELF Users? A Partial Replication of Munro and Derwing (2006) From an ELF Perspective
  4. Comparing the Intelligibility of Different Varieties of English Through Predicting Learners Comprehension: A Phonetic Experimental Approach
  5. Second Language Acquisition
  6. Dialogic Learner and Identity Changes in the English Majors at a University for Liberal Arts
  7. Going for -ing or -en? A Puzzle about Adjectival Participles for Learners of English
  8. Study of High-Proficiency Chinese EFL Learners’ Strategy Applications in Constructive Feedback
  9. Language Teaching
  10. An Exploratory Study of Students’ and Teachers’ Perceptions of Language-Literature Integration in Secondary EFL Education
  11. An Exploration of Learning Satisfaction and Problems on Synchronous Online Teaching Mode in an English Comprehensive Reading Course During the COVID-19 Epidemic Period
  12. Second Language Writing
  13. Student Engagement With Peer Feedback in L2 Writing: A Multiple Case Study of Chinese Secondary School Students
  14. Book Review
  15. Review on Languaging in Language Learning and Teaching: A Collection of Empirical Studies
  16. Abstracts
  17. Chinese Abstracts
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