System

Article	Citations
Book review	303
“I thought we weren't in Spain!”: Discursive negotiations of realness in a foreign language classroom	199
Students' progressive behavioral learning patterns in using machine translation systems – A structural equation modeling analysis	189
Mapping connections among activism interactional practices and presence in videoconferencing language learning	124
Motivational intensity and willingness to communicate in L2 learning: A moderated mediation model of enjoyment, boredom, and shyness	90
Translanguaging/trans-semiotizing in teacher-learner interactions on social media: Making learner agency visible and achievable	87
Transforming student contributions into subject-specific expression	81
EFL students’ writing achievement via the execution of scaffolding strategies instruction	77
Evaluating multimodal literacy: Academic and professional interactions around student-produced instructional video tutorials	77
Editorial Board	74
Book review	73
To predict L2 writing quality using lexical richness indices: An investigation of learners of Chinese as a Foreign Language	68
Increasing use of multi-word expressions in conversation through a fluency workshop	64
Cross-platform language learning: A spatial perspective on narratives of language learning across digital platforms	64
Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model	60
Exploring EFL learners’ perceived promise and limitations of using an artificial intelligence speech evaluation system for speaking practice	56
Towards epistemological pluralism and methodological openness in language teacher emotion research	55
Editorial Board	50
Investigating barriers to implementation of a CLT-based curriculum innovation in iranian secondary education	50
The enactment of positive emotions via teacher scaffolding: The case of Chinese high school EFL learners’ engagement with teacher written feedback	50
Tibetan CSL learners’ L2 Motivational Self System and L2 achievement	49
Intensity matters in CLIL: Evidence from primary school learners’ receptive skills	49
The emotional landscape of online teaching: An autoethnographic exploration of vulnerability and emotional reflexivity	49
The effects of task complexity on lexical complexity in L2 writing: An exploratory study	48
Situating emotionality within socialization in study abroad contexts: The Student's perspective	48

A case study of the effects of hybrid extensive reading on JFL learners’ reading rates and comprehension	48
Learning to listen strategically: Developing a listening comprehension strategies questionnaire for learning English as a global language	47
Gender differences in the relations between EFL students' classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use	47
The relationship between neuroticism and L2 anxiety: A meta-analysis	46
The relationship between teacher mindfulness and creative teaching of college English foreign language teachers: A multiple mediating model	46
The influence of the spacing effect on L2 vocabulary learning: A study on Chinese university students	45
Book review	43
Linguistic alignment in second language acquisition: A methodological review	43
Book review	43
Epilogue: Advances in L2 alignment and where we go from here	41
Book review	40
Editorial Board	40
System's 50th anniversary special issue: In conversation with Sarah Mercer	39
Unpacking Chinese lower-proficiency EFL learners’ conceptual development of English subjunctives with group dynamic assessment: Efficacy, sustainability and reciprocity	39
Investigating the ecological validity of second language writing assessment tasks	38
Editorial Board	38
Towards a classification of text features highly indicative of context-appropriate L2 writing competence	38
Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college	38
Book review	37
Editorial Board	36
Book review	36
Book review	36
TESOL and Sustainability: English Language Teaching in the Anthropocene Era	36
Effects of n-grams on the rated L2 writing quality of expository essays: A conceptual replication and extension	35
Book review	35
Book review	33
Native speakers aren't perfect’: Japanese English learners' identity transformation as English users	32
A contribution of fanfiction writing to improving voice and fluency of learners of Japanese from an agentic perspective	32
Book review	32
Book review	32
Engaging with difference: Integrating the linguistic landscape in virtual exchange	31
Editorial Board	31
Editorial Board	30
Book review	30
Book review	30
Book review	30
Book review	30
Conversation for co-learning in the eikaiwa classroom	29
Emergency remote teaching adaptation of the anonymous multi–mediated writing model	29
A longitudinal test of the impact of CLIL on language emotions and learning motivation	29
Effects of a professional development program on teachers’ oral corrective feedback practices	29
Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale	29
Factors impeding implementing CALL-based instruction: A mixed-methods study	29
Implementing dynamic assessment in writing in Chinese as a second language: Towards an adjusted cumulative group dynamic assessment	28
On the relationship between EFL students' attitudes toward artificial intelligence, teachers' immediacy and teacher-student rapport, and their willingness to communicate	28
Understanding EFL reading anxiety in relation to learning motivation, attitudes and strategies for Chinese and Spanish undergraduates	28
L2 grit: A structured approach to preliminary biblio-systematic review	28
Corrigendum to “Managing classroom misbehaviours in the Hong Kong English Medium Instruction secondary classrooms: A translanguaging perspective” [System 113 (2023) 102959]	28
Adaptation and validation of the vocabulary learning motivation questionnaire for Chinese learners: A construct validation approach	27
Book review	27

Approaches to studying abroad in Brazil and their effects on language learning and intercultural contact	27
Proficiency and pragmatic production in L2 Chinese study abroad	27
‘Makes head hurt’: School-aged learners' perceptions in the language classroom	27
Activity choice and perceptions: Influencing factors to learning outcomes within videoconference-enhanced LMS courses	27
Book review	27
Book review	27
Influences of process-based instruction on students’ use of self-regulated learning strategies in EFL writing	26
When to conduct a vocabulary quiz, before the review or after the review?	26
Less precise auditory processing limits instructed L2 speech learning: Communicative focus on phonetic form revisited	26
The effect of spacing on incidental and deliberate learning of L2 collocations	25
Resilience in language classrooms: Exploring individual antecedents and consequences	25
SFL pedagogies in language education: Special issue introduction	25
Examining the role of achievement goals in L2 learning: A cross-sectional and longitudinal study	24
Book review	24
Engaging in dialogic peer feedback in L2 writing development: A microgenetic approach	24
The predictive effect of trait emotional intelligence on emotion regulation strategies: The mediating role of negative emotion intensity	24
Are students prepared and supported for English medium instruction in Chinese higher education to promote educational equality?	24
Exploring the relationship between behavior matching and interlocutor perceptions in L2 interaction	23
Effect of interactive intensity on lexical alignment and L2 writing quality	23
Feeling and acting in classroom teaching: The relationships between teachers’ emotional labor, commitment, and well-being	23
What two decades of research into L2 listening in System tells us: Looking back for looking forward	22
Introducing MultilingProfiler: An adaptable tool for analysing the vocabulary in French, German, and Spanish texts	22
Book review	22
The relationship between tolerance of ambiguity and multilingualism revisited	22
The emergence of gratitude in L2 group discussion: A small-lens study	21
An eye-tracking and neuroimaging study of negative wording effects on cognitive load in a metacognitive awareness tool	21
Engagement patterns in research article introductions: A cross-disciplinary study	21
Exploring ChatGPT-supported teacher feedback in the EFL context	21
Book review	20
Beyond age and intensive exposure: Initial proficiency effects on adolescents’ second language proficiency in an international school	20
Foreign language enjoyment and willingness to communicate: The mediating roles of communication confidence and motivation	20
Effects of processing tasks on children's learning of second language words	19
Teaching English on a desert island: Primary school teachers' emotional experiences and professional identities	19
The predictive effects of motivation, enjoyment, and self-efficacy on informal digital learning of LOTE: Evidence from French and German learners in China	19
‘Tu connais le answer?’: Multilingual children's attempts to navigate monolingual English Medium classrooms in Cameroon	18
The presence of translanguaging and its effect on EFL learners’ languaging opportunities in video-based peer editing	18
Examining whether learning outcomes are enhanced when L2 learners’ cognitive styles match listening instruction methods	18
Inclusive teaching practices implemented in primary school bilingual programmes in Spain: Teachers’ views and associated factors	18
Directed Motivational Currents in L2: A focus on triggering factors, initial conditions, and (non)defining features	18
Aggregating the evidence of automatic speech recognition research claims in CALL	18
The impact of captioning and playback speed on listening comprehension of multilingual English learners at varying proficiency levels	18
From shy to fly: Facilitating EFL learners’ willingness to communicate with an AI chatbot and an intelligent tutoring system	17
The cagey C-test construct: Some evidence from a meta-analysis of correlation coefficients	17
Exploring factors affecting English language teacher wellbeing: insights from positive psychology	17
Exploring language learners’ self-generated goals: Does self-concordance affect engagement and resilience?	17
The effect of instruction on the development of L2 interactional competence: Listener responses in Chinese as a second language	17
Validating word lists that represent learner knowledge in EFL contexts: The impact of the definition of word and the choice of source corpora	17
Interpersonal resources in letter writing of young L2 Chinese learners	17
What linguistic features distinguish and predict L2 writing quality? A study of examination scripts written by adolescent Chinese learners of English in Hong Kong	16
Exploring collaborative digital multimodal composition: Interaction patterns and texts in the French as a Foreign Language context	16
Chinese EFL learners’ use of mobile dictionaries in reading comprehension tasks	16
Incidental learning of semantically transparent and opaque Chinese compounds from reading: An eye-tracking approach	16
Exploring language teacher education through researcher-practitioner co-construction of differentiated instruction	16
En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs	16
The effects of three motivational interventions on EFL learners’ L2MSS: A longitudinal perspective	16
Emotion and agency in building a Language Other Than English Teacher's research-teaching nexus	16
The transformative role of Positive Psychology in fostering inclusive language education for SEN students	16
The role of classroom silence in teacher educators’ well-being: A case study in TESOL initial teacher education	16
Corrigendum to “Engaging in dialogic peer feedback in L2 writing development: A microgenetic approach” [System 126 (2024) 103513]	16
Native-speakerism and trans-speakerism in ELT: Interpretations, manifestations, and ramifications	16
Investigating the capabilities of large language model-based task-oriented dialogue chatbots from a learner’s perspective	16
Using digital storytelling to promote language learning, digital skills and digital collaboration among English pre-service teachers	15
Applying DBR to design protocols for synchronous online Chinese learning: An activity theoretic perspective	15
Influence of stroke-order learning on Chinese character recognition among Chinese as a second language learners	15
Audio-synchronized textual enhancement in foreign language pronunciation learning from videos	15
How do pre-service language teachers perceive generative AIs’ affordance?:A case of ChatGPT	15
Digital affordances and teacher agency in the context of teaching Chinese as a second language during COVID-19	15
A systematic review of research on distance language teaching (2011–2020): Focus on methodology	15
Having a single language interest autonomously predicts L2 achievement: Addressing the predictive validity of L2 grit	15
Exploring Chinese EFL student teachers' emotions and emotion-regulation strategies in receiving peer feedback on microteaching	15
Editorial Board	15
Ideal L2 self and willingness to communicate: A moderated mediation model of shyness and grit	15
Peer interaction, writing proficiency, and the quality of collaborative digital multimodal composing task: Comparing guided and unguided planning	15
I do and I understand: A virtual reality-supported collaborative design-assessing activity for EFL students	15
Guest editorial: L2 pragmatics in language teacher education	14
Addressing the challenges of interaction in online language courses	14
Translanguaging multimodal pedagogy in French pronunciation instruction: Vis-à-vis students’ spontaneous translanguaging	14
Predicting the emotional labor strategies of Chinese English Foreign Language teachers	14
Translanguaging in Sweden: A critical review from an international perspective	14
Bite-sized language teaching in the digital wild: Relational pedagogy and micro-celebrity English teachers on Instagram	14

Exploring first-year university students’ learning journals: Conceptions of second language self-concept and self-efficacy for academic writing	14
“I took physical lessons for granted”: A case study exploring students’ interpersonal interactions in online synchronous lessons during the outbreak of COVID-19	14
Chinese character instruction online: A technology acceptance perspective in emergency remote teaching	14
Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning	14
Professional development for English-medium instruction professors at Korean universities	13
Editorial Board	13
An exploratory study of EAP teachers' coping strategies	13
The making of proficient young FL speakers: The role of emotions, speaking motivation, and spoken input beyond the classroom	13
Engaging in classroom discussions: Academic socialisation of Chinese international students in the UK	13
The effects of input mode in learning declarative and nondeclarative knowledge of L2 collocations	13
The grass is not always greener: Teacher vs. GPT-assisted written corrective feedback	13
Raising the (meta)pragmatic awareness of non-native pre-service teachers of L2 Italian with a telecollaborative data-driven learning project on formal email writing	13
A latent profile analysis of Chinese high school students’ control and value appraisals: Associations with enjoyment, boredom, and language achievement	13
Grit, emotions, and their effects on ethnic minority students’ English language learning achievements: A structural equation modelling analysis	13
Uncovering the mediating role of resilience between EFL teacher turnover intention and wellbeing: A conservation-of-resources theory perspective	13
Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT: Insights from task design processes and post-implementation reflections	13
Effects of tasks and multimedia annotations on vocabulary learning	13
Emotion labor and professional identity construction of TESOL teacher educators	13
Creativity and the linguistic features of argumentative and narrative written task performance	13
Stance and engagement in English and Arabic research article abstracts	13
Reducing anxiety in the foreign language classroom: A positive psychology approach	13
Within- and out-of-school FL exposure and learning: An expectancy-value theory perspective on FL listening motivation	13
Understanding assessment tasks: Learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks for TBLT implementation	13
Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns	12
The role of context in the word family debate	12
Predicting content proficiency through disciplinary-literacy variables in English-medium writing	12
Metaphor use in describing English public speaking anxiety by Chinese university EFL learners	12
Pinpointing the pivotal mediating forces of directed motivational currents (DMCs): Evidence from the Q methodology	12
Parental support for young learners’ online learning of English in a Chinese primary school	12
Corrigendum to “Mitigating ethnic minority students' foreign language anxiety through co-learning in Chinese as an additional language classrooms: A transpositioning perspective” [System 127 (2024) 10	12
How are personality factors connected to EFL learners’ oral performance? A psychological network analysis	12
Exploring expert teachers' cognitions and practices of teaching English speaking and their students’ experiences and engagement	12
Book review	11
Book review	11
In celebration of Michael H. Long (1945–2021)	11
Exploring Vietnamese primary school EFL teachers’ identities from a micropolitical perspective	11
Editorial Board	11
Book review	11
Editorial Board	11
Editorial Board	11
Book review	11
Book review	11
Book review	11
Protecting and enhancing willingness to communicate with idiodynamic peer-peer strategy sharing	11
Book review	11
Book review	11
Book review	11
Understanding L2 student writers’ self-assessment in digital multimodal composing: A process-oriented approach	11
“I am not a native speaker …”: Exploring the perceived pronunciation teaching difficulties faced by Korean public elementary school English teachers	10
Editorial Board	10
Book review	10
From out-group to in-group: Exercising agency for gaining membership through statement of purposes writing	10
Book review	10
Book review	10
Transnational students' experiences of EMI in Myanmar's borderlands	10
Uncovering the dimensionality of authorial voice in the integrated writing task: A confirmatory factor analysis study	10
Book review	10
Productive vocabulary knowledge in L2 German: Which word-related variables matter?	10
An exploratory study of young EFL learners’ aural and written receptive multi-word unit knowledge	10
Editorial Board	10
Book review	10
Book review	10
System's 50th anniversary special issue in conversation with Andrew D. Cohen	10
Editorial Board	9
Book review	9
L2 listening in a digital era: Developing and validating the mobile-assisted self-regulated listening strategy questionnaire (MSRLS-Q)	9
It is a task, not an exercise: What is the difference?	9
Kinesic communication in traditional and digital contexts: An exploratory study of ESP undergraduate students	9
Language learning beyond the classrooms: Experiences of Vietnamese English major and non-English major students	9
Revisiting second language portfolio assessment in a new age	9
Book review	9
Exploring engagement of users of Global Englishes in a community of inquiry	9
Enhancing student quality of life in language classrooms via Joint Exploratory Practice	9
Editorial Board	9
Low- to mid-level high school first-year EFL learners’ growth language mindset, grit, burnout, and engagement: Using serial mediation models to explore their relationships	9
Examining a continuum of FL speaking anxiety over time in an EFL classroom in Japan	9
Content-area teacher candidates’ identity work in an online teacher education course	9
Structured input and structured output on the acquisition of English passive constructions: A self-paced reading study measuring accuracy, response and reading time	9
Book review	9
Interventionist and interactionist dynamic assessment of argumentative writing in an EFL program	8
The contribution of affixes to productive English vocabulary knowledge for Chinese, German and Spanish learners: A comparison	8
An empirical approach to measuring accent familiarity: Phonological and correlational analyses	8
Measuring Chinese EFL learners’ motivation and anxiety when completing a video narration task: Initial steps in designing two questionnaires	8
An ecological perspective on learner agency: The case of Chinese tertiary-level EFL students in peer reviews	8
Positive emotional stimuli in teaching foreign language vocabulary	8
A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers’ beliefs and practices regarding vocabulary teaching and learning	8
Comparing incidental vocabulary learning from reading-only and reading-while-listening	8
The impact of Global Englishes classroom-based innovation on school-aged language learners' perceptions of English: An exercise in practitioner and researcher partnership	8
Altered speech act indication: A problem for foreign language learners?	8
Understanding English teachers’ non-volitional use of online teaching: A Chinese study	8
Book review	8
Revisiting CALL normalization through a Yin–Yang ecological perspective: A study on teacher intentionality and classroom technology use of a claimed reluctant user	8
Achievement goals and emotions of Chinese EFL students: A control-value theory approach	8
Pushing the edge in narrative inquiry	8
Fluctuations in Japanese English majors’ capacity to speak before, during and after studying abroad	8