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The impact of guided vocabulary practice through board games to enhance A1 sixth graders’ oral production in English

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Figure

Table 1. Implementation timeline
Table 2. Initial codes
Figure 2. Final categories and subcategories  5.3.2  Discussion of categories.
Figure 3. Comparison of the vocabulary tests: identification of words  The first stage of the games was designed to develop the first stage of vocabulary  learning (Schmitt, 2008): establishing an initial form–meaning link
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