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2014, Vol.15, No.4

Discourse Markers in Task Interaction: A Comparison Between Korean EFL Learners and Native Speakers
앤드류화이트 | 2014, 15(4) | pp.1~22 | number of Cited : 6
Enhancing English Reading and Writing Proficiency of Korean University Students Through Copying Activity Training
Yoo-jean, Lee | 2014, 15(4) | pp.23~51 | number of Cited : 2
Effects of Combined Use of Questioning and Indirect Feedback on L2 Writing
Choi, Kyunghee | 2014, 15(4) | pp.53~76 | number of Cited : 3
National Discourse of EGL and English Teaching in Korea: Focusing on Education Policies and Teacher Perspectives
Cho, Young Gyo | 2014, 15(4) | pp.77~98 | number of Cited : 2
The Effects of Different Tasks on English Language Learners’ Speaking Complexity, Accuracy, and Fluency
kim mi hye | 2014, 15(4) | pp.99~116 | number of Cited : 2
The Effect of Explicit Versus Implicit Instruction: Focusing on PAICWP
배철웅 | 2014, 15(4) | pp.117~143 | number of Cited : 0
The use of motivational strategy of Korean primary English teachers.
Maeng, Unkyoung | 2014, 15(4) | pp.145~168 | number of Cited : 4
Analyses of the explicitness of activities in high school English textbooks.
Jin-Kyong Lee | 2014, 15(4) | pp.171~191 | number of Cited : 0
A case study on English reading e-learning course development to introduce ‘extensive reading’ through reflective instructional consulting in a cyber university
Ko Bo-Ai , JoungYoungRan | 2014, 15(4) | pp.193~219 | number of Cited : 3
Improving a general English program through the students’ perceptions at a university.
YOUNG JOO BANG | 2014, 15(4) | pp.221~245 | number of Cited : 16
Developing a task-based English lesson plan to enhance creativity.
Hyun Taeduck | 2014, 15(4) | pp.247~266 | number of Cited : 12