Vol. 8 No. 2 (2022): Journal of Language and Education

View Vol. 8 No. 2 (2022): Journal of Language and Education

Published: 2022-06-27

Full Issue

Volume 8 Issue 2

Editorial

An In-Depth Glimpse into Research on Academic Writing

Lilia Raitskaya, Elena Tikhonova

5-16
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Research Papers

Determinants of Technology Acceptance Model (TAM) towards ICT Use for English Language Learning

Urip Sulistiyo, Tubagus Zam Zam Al Arif, Reli Handayani, M. Faruq Ubaidillah, Mujiyono Wiryotinoyo

17-30
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The Construction of Knowledge Claims in Three Disciplines: An Exploration of Hedging and Boosting Strategies in Research Articles Written in English by Arab and Anglophone Writers

Ghada Ali AlGhamdi , Hesham Suleiman Alyousef

31-47
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Semantic Prosody of Research Verbs: A Corpus-Informed Study

Ghuzayyil Mohammed Al-Otaibi

48-65
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Foreign Language Enjoyment and Subjective Happiness in Spanish Adult Learners

Elvira Barrios, Irene Acosta-Manzano

66-79
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Nominal Stance in Cross-disciplinary Academic Writing of L1 and L2 Speakers in Noun + that Constructions

Ozkan Kirmizi, Gulin Dagdeviren Kirmizi

80-91
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Does Journal Indexation Matter? A Genre-Approach Move Analysis of Nursing English Research Article Abstracts

Arif Husein Lubis, Eri Kurniawan, Wawan Gunawan

92-105
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The Use and Development of Lexical Bundles in Arab EFL Writing: A Corpus-driven Study

Abdulaziz B Sanosi

106-121
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The Relationship between Native and Foreign Language Speaking Proficiency in University Students

Eva Stankova, Renata Chlumska, Dana Zerzanova

122-139
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Exploring the Impact of Process-genre Approach on Learners’ Academic Writing and Higher Order Thinking Skills

Dian Eka Chandra Wardhana

140-153
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Academic Vocabulary in Applied Linguistics Research Articles: A Corpus-based Study

Ismail Xodabande, Shima Torabzadeh, Mohammad Ghafouri, Azadeh Emadi

154-164
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Review Papers

Review of Research on the Use of Information and Communication Technologies (ICTs) in ELT-related Academic Writing Classrooms

Omid Mallahi

165-178
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Relationships Between Language-Related Variations in Text Tasks, Reading Comprehension, and Students’ Motivation and Emotions: A Systematic Review

Lina Wirth, Poldi Kuhl, Timo Ehmke

179-191
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