| Game-based student response systems: The impact of Kahoot in a Chilean vocational higher education EFL classroom C Cárdenas-Moncada, M Veliz-Campos, L Veliz Deakin University, 2020 | 61 | 2020 |
| An interrogation of the role of critical thinking in English language pedagogy in Chile L Veliz, M Veliz-Campos Teaching in Higher Education 24 (1), 47-62, 2019 | 43 | 2019 |
| Multimodal texts in Chilean English teaching education: Experiences from educators and pre-service teachers M Farías, L Véliz Profile Issues in TeachersProfessional Development 21 (2), 13-27, 2019 | 38 | 2019 |
| Portfolios as a Strategy to Lower English Language Test Anxiety: The Case of Chile. A Contreras-Soto, M Véliz-Campos, L Véliz International Journal of Instruction 12 (1), 181-198, 2019 | 26 | 2019 |
| EAL teachers’(un) preparedness to implement classroom practice for multiliteracies pedagogy L Veliz, S Hossein Multilingual education yearbook 2020: Teacher education and multilingual …, 2020 | 20 | 2020 |
| A route to the teaching of polysemous lexicon: benefits from cognitive linguistics and conceptual metaphor theory LV Veliz Deakin University, 2018 | 20 | 2018 |
| Corrective feedback in second language classrooms C Véliz Literatura y lingüística, 283-292, 2008 | 17 | 2008 |
| Enhancing ESL learners’ vocabulary learning of metaphorically-used words L Veliz Deakin University, 2017 | 13 | 2017 |
| EFL STUDENTS'METAPHORICAL CONCEPTUALIZATIONS OF LANGUAGE LEARNING M Farías, L Véliz Trabalhos em Linguística Aplicada 55 (3), 833-850, 2016 | 10 | 2016 |
| Assessment in the English language classroom in Chile: Exploring the washback effect of traditional testing and alternative assessment on seventh grade students P Muñoz, M Véliz-Campos, L Véliz Paideia Revista de Educación, 97-118, 2019 | 6 | 2019 |
| A socio-semiotic analysis of latino migrants’ metaphorical conceptualizations of language learning L Veliz, M Véliz-Campos Journal of latinos and education 21 (2), 142-156, 2022 | 5 | 2022 |
| Translanguaging as a pedagogy for equity, inclusion, and social justice in a multilingual classroom L Veliz Evolving multicultural education for global classrooms, 137-153, 2021 | 5 | 2021 |
| Academic journeys of socially disadvantaged students in Chile's more equitable pathways to university entry W Walker-Janzen, M Véliz-Campos, L Veliz Issues in Educational Research 29 (4), 1348-1368, 2019 | 5 | 2019 |
| Análisis de metáforas visuales y textuales de estudiantes en formación inicial docente de pedagogía en inglés: aproximaciones a la identidad docente M Farías, L Véliz Documentos Lingüísticos y Literarios, 2019 | 5 | 2019 |
| Grammaticalization: The development of some English modal auxiliaries L Véliz Campos Literatura y lingüística, 213-218, 2007 | 5 | 2007 |
| In-service teachers’ challenges to implementing an approach to critical thinking and critical reading in Chile L Veliz English Language Teaching Educational Journal 4 (3), 161-173, 2021 | 3 | 2021 |
| International students' perceptions of and attitudes towards their Chinese accented English in academic contexts L Veliz, M Veliz-Campos Mextesol Journal, 2021 | 3 | 2021 |
| Foreign language anxiety in online and in-person learning environments: A case from Chile. M Véliz-Campos, C Villegas, L Veliz Language Teaching Research Quarterly 35, 37-56, 2023 | 2 | 2023 |
| Special Issue TESOL in Context 'Teaching English language learners across the curriculum' L Veliz, G Bonar TESOL in COntext, 2023 | 2* | 2023 |
| On the teachability of figurative language: Teachers’ perceptions of the role of metaphor in English language teaching in Chile L Veliz, S Smith Colombian Applied Linguistics Journal 23 (2), 141-154, 2021 | 2 | 2021 |
Miguel FariasProfesor de Lingüística Aplicada y Análisis del Discurso, Editor de Arboles y Rizomas, Universidad在 usach.cl 的电子邮件经过验证
