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This article explores learning transfer in an undergraduate engineering English for Specific Academic Purposes (ESAP) course. The study followed 25 undergraduate engineering students over one academic year. It uses a mixed-methods approach that compa
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c6861c417464e6bb585af3e18d39d7d0
https://hdl.handle.net/10356/145103
https://hdl.handle.net/10356/145103
Publikováno v:
Studies in Second Language Learning & Teaching; Dec2023, Vol. 13 Issue 4, p727-754, 28p
