Vol. 9 No. 2 (2018)

DOI: https://doi.org/10.15448/2178-3640.2018.2
Published: 2018-12-30

Article

  • An investigation of the possibility of assessing general language proficiency and reading proficiency in English as a foreign language through scrambled-lettered texts

    José Herbet de Lavor Rolim, Ronaldo Mangueira Lima Júnior
    508-534
    DOI: https://doi.org/10.15448/2178-3640.2018.2.32996

  • Affordances of Edmodo for the flipping and expansion of the L2 classroom

    Valeska Favoretti Serafim, Alexsandro Rodrigues Meireles
    293-307
    DOI: https://doi.org/10.15448/2178-3640.2018.2.31963

  • Roll a D6: a role-playing game based approach to the EFL classroom

    Fabian Quevedo da Rocha
    535-546
    DOI: https://doi.org/10.15448/2178-3640.2018.2.31960

  • The art of performance in the development of oral production in English

    Nilton Mendes
    476-491
    DOI: https://doi.org/10.15448/2178-3640.2018.2.31955

  • Investigation of Intercultural Competence: CDA of EFL Students’ Baseline Portfolios

    Abduljalil Hazaea
    458-475
    DOI: https://doi.org/10.15448/2178-3640.2018.2.31948

  • “Teacher, I need to show you a foreigner I have been talking to on my cellphone!” Unveling students’ understanding about technology use for enhancing the speaking skill in English language

    Marlon Machado Oliveira Rio
    433-457
    DOI: https://doi.org/10.15448/2178-3640.2018.2.31946

  • Integrating telecollaborative language learning into Higher Education: a study on teletandem practice

    Suzi Marques Spatti Cavalari
    417-432
    DOI: https://doi.org/10.15448/2178-3640.2018.2.31927

  • English language teaching in early childhood education: practice reports anchored on the comprehension approach

    Amanda Maraschin Bruscato
    409-416
    DOI: https://doi.org/10.15448/2178-3640.2018.2.31919

  • Workshops as an avenue of teacher development in a Language without Borders community in Southern Brazil

    William Kirsch, Simone Sarmento
    395-408
    DOI: https://doi.org/10.15448/2178-3640.2018.2.31916

  • Prepping a prep course: a corpus linguistics approach

    Amanda Chiarelo Boldarine, Rodrigo Garcia Rosa
    379-394
    DOI: https://doi.org/10.15448/2178-3640.2018.2.31799

  • Perceptions of teachers about their practices after a PARFOR language and culture education course

    Aline Sanfelici, Eduardo Diniz de Figueiredo
    364-378
    DOI: https://doi.org/10.15448/2178-3640.2018.2.31776

  • Noun phrase complement in Nigerian English

    Mayowa Akinlotan
    342-363
    DOI: https://doi.org/10.15448/2178-3640.2018.2.31724

  • Reflecting upon the contributions from Sociolinguistics to the teaching of Portuguese as Additional Language (PAL)

    Rafael Padilha Ferreira, Aline Jéssica Antunes
    308-322
    DOI: https://doi.org/10.15448/2178-3640.2018.2.31561

  • Designing classroom material to promote socialization and social change

    Vinícius Borges de Medeiros Cardoso
    323-341
    DOI: https://doi.org/10.15448/2178-3640.2018.2.31366

  • WhatsApp as a tool to oral practice and writing learning in English language

    Cíntia Pereira dos Santos, Luciana Idalgo da Silva, Alessandra Dutra
    492-507
    DOI: https://doi.org/10.15448/2178-3640.2018.2.31140

  • Applied linguistics and additional language teaching

    Rodrigo Smaha Lopes, Jaqueline Laís Salles, Nelza Mara Pallú
    281-292
    DOI: https://doi.org/10.15448/2178-3640.2018.2.31113

Presentation

  • The additional language classroom: reflections, research and technology

    Cristina Becker Lopes Perna, Aline Jéssica Antunes, Graziela Hoerbe Andrighetti
    277-280
    DOI: https://doi.org/10.15448/2178-3640.2018.2.32873

Review

Interview

  • Interview with Dr. Steve Walsh

    Cristina Becker Lopes Perna
    555
    DOI: https://doi.org/10.15448/2178-3640.2017.2.33261