Communications retenues en anglais

Violetta Aeginitou, Eleftheria Nteliou and Nectaria Vlahoyanni
Reflections in the mirror: Ôhe contribution of self and peer assessment in the teaching of speaking skills (149-163)
Eleni Agathopoulou
EFL student teachers’ beliefs and the effect of a second language acquisition course (165-177)
Jo Angouri, Marina Mattheoudakis and Maria Zigrika
Then how will they get ‘the much-wanted paper’? A multifaceted study of English as a foreign language in Greece (179-194)
Christine Calfoglou
Feedback on written feedback in an academic L2 context: The tutor viewed as a reader (195-206)
Deborah Chua
More and -er in adjectival comparatives: Examining children’s preferences through a judgement task (207-219)
Zoe Gavriilidou and Papanis Alexandros
A preliminary study of learning strategies in foreign language instruction: Students’ beliefs about strategy use (221-231)
Vassilis Hartzoulakis
Inter-rater reliability in the Greek State Certificate of Language Proficiency (KPG) exams (233-246)
Ed Joycey, Carol Everhard and Niovi Antonopoulou
Promise of positive outcomes from self- and peer-assessment (247-259)
Evdokia Karavas and Mary Drossou
How amenable are student teacher beliefs to change? A study of EFL student teacher beliefs before and after teaching practice (261-276)
Vassilia Kazamia
Using the SILL to record the language learning strategy use: Suggestions for the Greek EFL population (277-293)
Stergiani Kostopoulou
Learner self-assessment and the European Language Portfolio (295-305)
James Milton and Thomaï Alexiou
Developing a vocabulary size test in Greek as a foreign language (307-318)
Bessie Mitsikopoulou
From educational pragmatism to critical literacy pedagogy: Transformations in language teaching practices (319-334)
Zoe-Lili Nikolaidou
Network relations between polycontextual environments (335-347)
Alexander Nikolaou
Attitudes and motivation of Greek secondary pupils toward learning English (349-361)
Spyros Papageorgiou
Behavioural scales of language proficiency: Using the Common European Framework of Reference (363-373)
Ewa Piechurska-Kuciel
Reading anxiety and writing anxiety in dyslexia: Syptomatic and asyptomatic adolescents (375-386)
Angeliki Psaltou-Joycey and Areti-Maria Sougari
Greek young learners’ perceptions about foreign language learning and teaching (387-401)
Anastasia Rothoni
Beyond the foreign language classroom: Informal English literacy practices of teenagers living in Greece (403-414)
Areti-Maria Sougari and Nicos C. Sifakis
Rethinking the role of teachers’ beliefs about their function: A survey of Greek teachers’ inner thoughts (415-428)
Eleni Tsiartsioni
The effectiveness of pronunciation teaching to Greek state school students (429-446)
Sofia Valavani
Negotiated syllabus for Second Chance Schools: Theoretical considerations and the practicalities of its implementation (447-457)
Maria Xanthou
Current trends in L2 vocabulary learning and instruction. Is CLIL the right approach? (459-471)
Maria Xanthou and Pavlos Pavlou
Teachers' perceptions of students' attitudes in mixed ability EFL state primary school classes (473-485)