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About Uniliterate

Uniliterate is a blog about language teaching and learning.

We combine practical experience with research-oriented theoretical understanding.

Our main interests are in Applied Linguistics and Language Teacher Education

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Olivera Novitovic on The Future of Foreign Language Education in a Global World: Exploring Motivation and Autonomy
Gene Segarra Navera on The connections between authenticity and native-speakerism: Students’ reactions to international English varieties – CELC 2016, Singapore
Mark Brooke on The connections between authenticity and native-speakerism: Students’ reactions to international English varieties – CELC 2016, Singapore
Marek Kiczkowiak on The connections between authenticity and native-speakerism: Students’ reactions to international English varieties – CELC 2016, Singapore
Semih Koşar on The connections between authenticity and native-speakerism: Students’ reactions to international English varieties – CELC 2016, Singapore

Recent Posts

BAAL 2023: Broadening the Horizons of Applied Linguistics
Memes and EFL Learners
Cratylus and maintaining a complex sense of cinnamon: A reply to Pallotti (2021)
AILA2021 World Congress Symposium – Practitioner Research & Classroom Dynamics
Humanising Language Research Through the Complexity Lens (Webinar)

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Archives

Language Teaching Research — OnlineFirst Articles

When big ideas meet critical thinking in lesson study: Insights from a pre-service language teacher education course November 30, 2023
Language Teaching Research, Ahead of Print. This article reports a classroom-based inquiry in which a group of pre-service language teachers were guided to engage in a lesson study project focusing on the incorporation of the framework of big ideas into language teaching. Specifically, the study zooms in on the student teachers’ exercise and development of […]
Rui Yuan
L2 Vocabulary learning from reading: Effects of word-focused activity type, learner variables, and announcement November 22, 2023
Language Teaching Research, Ahead of Print. Classroom studies have shown that learning new vocabulary from reading can be enhanced if the reading task is followed by a word-focused activity, such as a fill-in-the-blank activity. However, little is known about: (1) whether a post-reading word-focused activity can also positively affect vocabulary uptake in out-of-classroom contexts when […]
Hyeonah Kang
Notes on Contributors November 20, 2023
Language Teaching Research, Ahead of Print.

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