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My goal in this article is to discuss the empirical support for extensive reading and explore its pedagogical applications in L2/FL learning. I argue that the benefits derived from diverse studies on extensive reading in many different contexts are so compelling that it will be inconceivable for teachers not to make it an important feature of their teaching.
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Stored only when both papers are in the corpus — 163 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
Imported from OpenAlex (CC0) — nothing here is generated.