IRAL-International Review of Applied Linguistics in Language Teaching

Article	Citations
Frontmatter	35
Frontmatter	30
Internal and external appraisals of analytical writing. A proposal for assessing development and potential improvement	26
Frontmatter	25
Frontmatter	25
Miscommunicated referent tracking in L2 English: a case-by-case analysis	17
Developing L2 learners’ metaphoric competence: a case study of figurative motion constructions	16
Phrasal complexity in EFL learners’ oral performance: The role of task type and proficiency	15
Motion event construal in L2 French and Italian: from acquisitional perspectives to pedagogical implications	15
The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance	13
The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English	13
A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance	13
Fluency across modes: an exploratory study of L1 and L2 spoken and written fluency	13
Comprehension of English articles by Korean learners of L2 English and L3 Spanish	10
A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students	10
The use of blocking and inhibition training in processing instruction	10
The development of syntactic complexity of Chinese JFL learners based on Mean Dependency Distance and Mean Hierarchical Distance	10
Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners	9
Investigating optimal spacing schedules for incidental acquisition of L2 collocations	9
Listenership always matters: active listening ability in L2 business English paired speaking tasks	9
Consolidating EFL content and vocabulary learning via interactive reading	9
Frontmatter	9
Patterns of interaction between experiential and interpersonal meanings in student texts in Spanish: grounds for system-based applications in an academic writing context	9
Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan	8
A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production	8

Teacher behaviour and student engagement with L2 writing feedback: a case study	8
Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language	8
The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender	8
Phraseological complexity and low- and intermediate-level L2 learners’ writing quality	8
Evaluative language in undergraduate academic writing: expressions of attitude as sources of text effectiveness in English as a Foreign Language	8
Validation of a multiple-choice implicature test: insights from Chinese EFL learners’ cognitive processes	8
Contributions of significant others to second language teacher well-being: a self-determination theory perspective	8
Discipline-specific attitudinal differences of EMI students towards translanguaging	7
Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance	7
Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss	7
Emotion labor in teacher collaboration: towards developing emotional reflexivity	7
Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers	7
The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels	7
“Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation	7
The effects of pre-task explicit instruction, input modality of task types, and working memory on L2 oral production	7
L2 textbook input and L2 written production: a case of Korean locative postposition–verb construction	7
The dynamics of changes in linguistic complexity and writing scores in timed argumentative writing among beginning-level EFL learners	6
Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations	6
Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication	6
Effects of working memory and task type on syntactic complexity in EFL learners’ writing	6
Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL	5
The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective	5
A Q methodological study into pre-service Chinese as a foreign language (CFL) teachers’ mindsets about teaching competencies	5
“I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers	5
The influence of task complexity and task modality on learners’ topic and turn management	5
Emotion labor in response to supervisor feedback: is feedback a burden or a blessing?	5
The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners	5
Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement	5
Learner beliefs about vocabulary teaching in secondary ESL classrooms: a proficiency and grade-level analysis	5
Toward a better understanding of student engagement with peer feedback: a longitudinal study	5
Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis	5
Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition	5
Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices	5
The acquisition of L3 French present simple and present progressive by adult L1 Chinese speakers of L2 English	4
Frontmatter	4
Factor structures of speed and breakdown fluency in EFL learners’ story retelling performances	4
Scaffolding in genre-based L2 writing classes: Vietnamese EFL teachers’ beliefs and practices	4
Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks	4
The impact of different glossing conditions on the learning of EFL single words and collocations in reading	4
High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus	4
Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers	4
Examining the impact of foreign language anxiety and language contact on oral proficiency: a study of Chinese as a second language learners	4
When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons	4
The structure of L2 lexical-semantic networks as seen from a social network perspective	4
Perceived L2 oral fluency, working memory, foreign language enjoyment and foreign language anxiety: identifying distinct patterns of relationship	4
Influencing factors of L2 writers’ engagement in an assessment as learning-focused context	4
The stone left unturned: boredom among young EFL learners	4
Diagnosing EFL writers’ development of discourse competence in disciplinary writing: an ecological approach	4
Exploring the interplay of growth mindset, mindfulness, and L2 self-efficacy in second language achievement: a mixed-methods study	4
Teaching mental processes to EFL learners: a blended-learning proposal	4

L3 acquisition of aspect: the influence of structural similarity, analytic L2 and general L3 proficiency	3
The cognitive construction-grammar approach to teaching the Chinese Ba construction in a foreign language classroom	3
What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation	3
Intensity of CLIL exposure and L2 motivation in primary school: evidence from Spanish EFL learners in non-CLIL, low-CLIL and high-CLIL programmes	3
Exploring the dynamic metaphor patterns in describing English public speaking anxiety among Chinese learners	3
Exploring the hierarchical antecedents of willingness to communicate and its relationship with utterance fluency in learning Chinese as a foreign language	3
Unpacking the positioning of being “disengaged” and “disrespectful” in class through nexus analysis: an international student’s navigation of institutional and interactional university norms	3
The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development	3
Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French	3
Perception of English semivowels by Japanese-speaking learners of English	3
Immediate and long-term improvement in lexical stress perception: the role of teacher and peer feedback	3
Machine translation as a form of feedback on L2 writing	3
Effects of guided concept mapping on L2 learners’ listening ability and cognitive load	3
Lexical complexity in exemplar EFL texts: towards text adaptation for 12 grades of basic English curriculum in China	3
Exploring the pseudo-longitudinal development of specific morphosyntactic features and syntactic complexity in CLIL young learners	3
Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China	3
An exploratory study on second language learner engagement in different types of interactive tasks in video-chat and text-chat communication	3
Frontmatter	3
Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance	3
Collaborative writing in an EFL secondary setting: the role of task complexity	3
Exploring self-regulated learning behaviours of young second language learners during group work	3
Scale validation and latent profile identification of GenAI competence for pre-service second language teachers	3
Exploring relationships between L1 and L2 writing strategy use and integrated writing performance: A cross-linguistic perspective	3
Young L2 learners in diverse instructional contexts	3
Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?	3
Students’ L2 grit, foreign language anxiety and language learning achievement: a latent profile and mediation analysis	3
Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings	3
Lexical and grammatical collocations in beginning and intermediate L2 argumentative essays: a bigram study	3
Assessing self-efficacy, working memory, and proficiency in a multimedia writing environment	3
Competing factors in SLA: how the CASP model of SLA explains the acquisition of English restrictive relative clauses by native speakers of Arabic and Korean	2
Japanese complaint responses in textbook dialogues and ordinary conversations: learning objects to expand interactional repertoires	2
Approaching motion in a second language: how bilinguals restructure motion event expressions inside and outside the classroom	2
Enhancing young EFL learners’ written skills: the role of repeated pre-task planning	2
Defining competencies for training non-native Korean speaking teachers: a Q methodology approach	2
Emotion profiles of Chinese secondary EFL learners: link with subjective well-being, English achievement, and demographics	2
The associations between working memory and the effects of multimedia input on L2 vocabulary learning	2
Children learning Mongolian as an additional language through the implementation of a task-based approach	2
Effectiveness of second language collocation instruction: a meta-analysis	2
Relationship between learner creativity, task planning, and speaking performance in L2 narrative tasks	2
Assessing written production in L2 Mandarin Chinese: fluency and accuracy	2
Listener engagement: the missing link in research on accented speech	2
Effects of repeated practice on fluency and accuracy in picture description activity: implicit learning by frequency	2
What watching subtitled movies does to the learner: the impact of subtitles and modality on cognitive load and vocabulary learning	2
Teacher emotions and the emotional labour of modern language (ML) teachers working in UK secondary schools	2
Students’ attitude and motivation towards concept mapping-based prewriting strategies	2
System networks as a resource in L2 writing education	2
Scaffolding instruction in an EFL drama lesson: a systemic functional analysis	2
Emotional labor of a Brazilian public school teacher: domination and resistance in a neoliberal context	2
Sub-disciplinary variation of metadiscursive verb patterns in English research articles: a functional analysis of medical discourse	2
Acquisition of collocations under different glossing modalities and the mediating role of learners’ perceptual learning style	2
English language teachers’ social media branding: mapping the construction and perception of brand identities on Instagram	2
Implementing an oral task in an EFL classroom with low proficient learners: a micro-evaluation	2
Non-finite clause use in disciplinary research writing: a formulaic sequence-based functional comparison between expert and student writers	2
Factors behind L2 English learners’ performance of oppositional speech acts: a look at pragmatic-related episodes (PREs) during thinking aloud	2
The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency	2
Videoed storytelling in primary education EFL: exploring trainees’ digital shift	2
Functional linguistics in life: an embodied approach in teacher education	2
Language transfer in tense acquisition: new evidence from English learning Chinese adolescents	1
Frontmatter	1
How teaching modality affects Foreign Language Enjoyment: a comparison of in-person and online English as a Foreign Language classes	1
Examining L2 studentsʼ development of global cohesion and its relationship with their argumentative essay quality	1
“Am I really abroad?” The informal language contact and social networks of Chinese foundation students in the UK	1
On the acquisition of tense and agreement in L2 English by adult speakers of L1 Chinese	1
A bibliometric analysis of the IRAL over the past six decades	1
Revisiting after-class boredom via exploratory structural equation modeling	1
Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing	1
Exploring L2 learners’ processing of unknown words during subtitled viewing through self-reports	1
Exploring the mediating role of boredom in the relationship between ideal L2 self and engagement in Chinese as a foreign language learning	1
L2 fluency across tasks: disentangling demands on conceptualisation and formulation in speech production	1
Exploring learner-related variables in child collaborative writing: interaction mindset, willingness to communicate and proficiency	1
“They forget and forget all the time.” The complexity of teaching adult deaf emergent readers print literacy	1
What pronunciation specialists believe CELTA tutors need to know to prepare student teachers to teach pronunciation	1
An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate	1
Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners	1
Acquisition of attributive adjectives and noun adjuncts by L3 learners of French and German: further evidence for the typological primacy model (TPM)	1
Exploring the professional role identities of English for academic purposes practitioners: a qualitative study	1
Influence of topic-prominent L1s on the use of L2 English copula be: a corpus-based study	1
Comparing motivational features between feedback givers and receivers in English speaking class	1
Beyond learning opportunities: focused encounters in a sociocognitive approach to second language acquisition and teaching	1
Aural vocabulary, orthographic vocabulary, and listening comprehension	1

Low-level visual processing of motion events as a window into language-specific effects on perception	1
Integrated instruction of Appraisal Theory and rhetorical moves in literature reviews: an exploratory study	1
Effects of random selection tests on second language vocabulary learning: a comparison with cumulative tests	1
Learnability of L2 collocations and L1 influence on L2 collocational representations of Japanese learners of English	1
Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: a growth mixture modeling approach	1
Measurement of engagement in the foreign language classroom and its effect on language achievement: the case of Chinese college EFL students	1
Acquisition of morphology by L2 children in naturalistic environments: a case of Japanese case markers	1
The development and initial validation of LexCombi 2: a research-oriented elicitation instrument for L2 learners’ productive collocation knowledge	1
Language pedagogies and late-life language learning proficiency	1
General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning	1
Interculturality and Islam in Indonesia’s high-school EFL classrooms	1
Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development	1
Speaking proficiency development in EFL classrooms: measuring the differential effect of TBLT and PPP teaching approaches	1
Which factors predict teachers’ evaluation of the difficulty and usefulness of phrasal verbs in L2 contexts?	1
SFL as a socially accountable praxis: who and what are we working for?	1
Expansion of verb-argument construction repertoires in L2 English writing	1
Relationships between formal and informal input, listening motivation, and listening proficiency among young EFL learners in Hong Kong	1
The effect of form presentation mode and language learning aptitude on the learning burden and decay of L2 vocabulary knowledge	1
Measuring learners’ writing development in a Chinese as a foreign language (CFL) context	1
Applying embodied meaning of spatial prepositions and the Principled Polysemy model to teaching English as a second language: the case of to and on	1
Using automated indices of cohesion to explore the growth of cohesive features in L2 writing	1
Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment	1
Connective Frequency Bands informed by textbook frequencies and midadolescents’ knowledge of connectives: a tool to support Spanish literacy instruction across content areas	1
Deciphering the role of multilingualism in creativity at university: the influence of context	1
Speech fluency among L1 Arabic elementary and intermediate learners of English as a foreign language	1
Self-regulated learning and task engagement: a SEM analysis	1
Assessing effects of source text complexity on L2 learners’ interpreting performance: a dependency-based approach	1
More human than human? Differences in lexis and collocation within academic essays produced by ChatGPT-3.5 and human L2 writers	1
When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out	1
Teaching Chinese grammar through International Chinese Language Education micro-lectures: negotiating mass and presence through multimodal pedagogic discourse	1
Incidental learning of collocations through reading an academic text	1
Promoting interaction and lowering speaking anxiety in an EMI course: a group dynamic assessment approach	1
Teaching English with Chinese characteristics: a corpus analysis of changes in university curricula	1
Spanish heritage speakers’ processing of lexical stress	1
Exploring teacher-student interaction in task and non-task sequences	1
The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)	1