System

Article	Citations
Exploring Chinese EFL student teachers' emotions and emotion-regulation strategies in receiving peer feedback on microteaching	208
TESOL and Sustainability: English Language Teaching in the Anthropocene Era	133
Book review	121
Editorial Board	100
Within- and out-of-school FL exposure and learning: An expectancy-value theory perspective on FL listening motivation	95
Influence of stroke-order learning on Chinese character recognition among Chinese as a second language learners	83
Aggregating the evidence of automatic speech recognition research claims in CALL	82
When to conduct a vocabulary quiz, before the review or after the review?	82
Exploring factors affecting English language teacher wellbeing: insights from positive psychology	76
Institutional leaders and teacher research: Roles, interactions, and impacts	69
Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale	64
Emotion and agency in building a Language Other Than English Teacher's research-teaching nexus	62
The effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words	61
Book review	61
Book review	61
English-as-a-foreign language university instructors' perceptions of integrating artificial intelligence: A Turkish perspective	61
Book review	61
The effects of task complexity on lexical complexity in L2 writing: An exploratory study	60
Predicting the emotional labor strategies of Chinese English Foreign Language teachers	58
Validating word lists that represent learner knowledge in EFL contexts: The impact of the definition of word and the choice of source corpora	56
Resilience in language classrooms: Exploring individual antecedents and consequences	55
En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs	54
How are personality factors connected to EFL learners’ oral performance? A psychological network analysis	54
Altered speech act indication: A problem for foreign language learners?	54
Bridging classroom and real-life learning mediated by a mobile app with a self-regulation scheme: Impacts on Chinese EFL primary students’ self-regulated vocabulary learning outcomes, enjoyment, and l	53

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	53
Conquering the tower of Babel? How linguistic distance affects second and foreign language reading in German, English, and French in year 9 in Germany	53
The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production	52
Anchoring in the meso-level: Departmental preparation for the adoption of blended learning in tertiary education	49
Untangling the relationship between English as a foreign language learners’ metacognitive experiences and writing proficiency: A mixed-methods approach	49
Editorial Board	48
Positive emotional stimuli in teaching foreign language vocabulary	47
Book review	47
The impact of Global Englishes classroom-based innovation on school-aged language learners' perceptions of English: An exercise in practitioner and researcher partnership	44
Q methodology in applied linguistics: A systematic research synthesis	44
A systematic review of research on emotional artificial intelligence in English language education	44
How age and L2 proficiency affectthe L2 lexicon	43
Language learning beyond the classrooms: Experiences of Vietnamese English major and non-English major students	43
Book review	41
Intersections of social justice and emotion labor among English language teachers: A perezhivanie inquiry	40
“This dissertation intricately explores…”: ChatGPT's shell noun use in rephrasing dissertation abstracts	40
Book review	40
Pinpointing the pivotal mediating forces of directed motivational currents (DMCs): Evidence from the Q methodology	40
Book review	40
Mapping the research on language teacher emotion: A systematic literature review	39
Analysing preservice teachers' enactment of the UDL framework to support diverse students in a remote teaching context	39
The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence	39
Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learner grit and burnout	37
When CLIL is for all: Improving learner motivation through peer-tutoring in Mathematics	36
Editorial Board	35
Cultivating the nexus of research and practice in language teacher education: A duoethnographic exploration	35
Corrigendum to “What linguistic features distinguish and predict L2 writing quality? A study of examination scripts written by adolescent Chinese learners of English in Hong Kong” [System 97 (2021), 1	35
Editorial Board	35
Development of morphological diversity in second language Korean: An NLP analysis using the Korean Morphological Richness Analyzer 1.0	35
Teaching and learning interpersonal meanings in EFL in the school years	34
Book review	34
Research on language learning motivation in school settings in System	34
Vocabulary learning in EMI courses: A longitudinal study of Chinese university students over a term	34
Investigating the dynamics of English for Medical Purposes (EMP) textbook design and use in China	33
Exploring the influence of teachers’ motivation, self-efficacy, and institutional support on their research engagement: A study of Chinese university EFL teachers	32
Understanding EFL students’ use of self-made AI chatbots as personalized writing assistance tools: A mixed methods study	32
The impact of functional load and cumulative errors on listeners' judgments of comprehensibility and accentedness	32
Understanding student engagement with teacher and peer feedback in L2 writing	32
ChatGPT affordance for logic learning strategies and its usefulness for developing knowledge and quality of logic in English argumentative writing	32
Exploring EFL learners' cognitive/emotional dissonance in content-based foreign language instruction: An ecological perspective	32
Development of L2 disciplinary literacy: A multidimensional analysis	32
Innovations in teaching L2 writing: How changes in teachers' SCK and PCK impact learners’ perceptions and writing outcomes	32
The glocalisation of English-medium instruction examined through of the ROAD-MAPPING framework: A case study of teachers and students in a Vietnamese university	31
“Navigating Precarity”: Motivation of English language teachers in a Chinese higher vocational college	31
Out-of-class English learning anxiety and its relation to motivation among Chinese university English majors	31
Exploring L2 writing teachers’ feeling rules, emotional labor and regulation strategies	30
The effects of phonics instruction on L2 phonological decoding and vocabulary learning: An experimental study of Chinese EFL learners	30
A systematic review of reading self-efficacy in second or foreign language learning	30
Community of Inquiry perceptions and divergences between students and instructors	29
Mapping out the disciplinary variation of syntactic complexity in student academic writing	29

ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study	29
Book review	29
Beyond ideologies of nativeness in the intelligibility principle for L2 English pronunciation: A corpus-supported review	28
Yet another look at strategies for learning grammar: Validating the Grammar Learning Strategy Inventory in the Iranian EFL context	27
Examining the association between teacher support and commitment as well as willingness to communicate in Chinese college students: The sequential mediation role of growth language mindset and enjoyme	27
Book review	26
The impact of early foreign language learning on language proficiency development from middle to high school	26
Book review	26
Synchronous online teaching, a blessing or a curse? Insights from EFL primary students’ interaction during online English lessons	25
Book review	25
Book review	25
Multimodality in the classroom presentation genre: Findings from a study of Turkish psychology undergraduate talks	25
Exploring the longitudinal impact of university immersion: Bilingual spaces, multilingual values	25
A comparative study of thematic choices and thematic progression patterns in human-written and AI-generated texts	24
“We were told that the content we delivered was not as important:” disconnect and disparities in world language student teaching during COVID-19	24
Communicative pronunciation teaching: Insights from the Vietnamese tertiary EFL classroom	24
FL listening motivation, interest, linguistic self-confidence, and overall proficiency: A complete double mediation model	24
A latent profile analysis of EFL learners’ self-efficacy: Associations with academic emotions and language proficiency	24
The role of positive learning emotions in sustaining cognitive motivation for multilingual development	24
Postgraduate Chinese EFL learners’ emotional vulnerability displays and regulation strategies	24
The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling	23
Gender, metacognitive intervention, and dialogic interaction: EFL multimedia listening	22
Evaluating AI's impact on self-regulated language learning: A systematic review	22
Buoyancy and engagement in online English learning: The mediating roles and complex interactions of anxiety, enjoyment, and boredom	22
Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms	22
In pursuit of pink elephants: Sociocultural Theory and the determination of learning in assessments that support L2 teaching and learning	21
Technology-enhanced self-regulated second language learning interventions: A systematic review	21
Book review	21
Book review	21
Book review	21
Editorial Board	21
Learning to construct authorial voice through citations: A longitudinal case study of L2 postgraduate novice writers	21
Raising students’ audience awareness for oral presentation through online role-reversal	21
Promoting L2 reading fluency at the tertiary level through timed and repeated reading	20
NLP-based analysis of verb semantic cohesion in L2 writing: Interaction of genre and proficiency on verb networks	20
Book review	20
Proficiency pairing and engagement with language in L2 peer interaction	20
Book review	20
The impact of concordancing on English learners’ foreign language anxiety and enjoyment: An application of data-driven learning	20
Book review	20
Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention	19
Metacognitive strategies and self-efficacy co-shape L2 achievement: A multilevel structural equation modeling approach	19
Language learning development in human-AI interaction: A thematic review of the research landscape	19
Measuring Chinese junior high school students' language mindsets: What can we learn from young EFL learners’ beliefs in their language ability?	19
Exploring the effect of corpus-informed and conventional homework materials on fostering EFL students’ grammatical construction learning	19
The effect of self-perceived learning needs on self-regulated learning and learning outcomes in an EFL listening course	18
A configurational exploration of how emotions influence willingness to communicate among Chinese EFL learners: A fsQCA approach	18
Unraveling the relationships among EFL teacher emotions, immunity, and teaching quality: A multilevel structural-equation modelling analysis	18
ChatGPT: The catalyst for teacher-student rapport and grit development in L2 class	18
Transcending the boundaries of mode in online language teaching: A translanguaging perspective on ESL teachers’ synchronous small group online tutorials	18
Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents	18
Developing multimodal communicative competence: Insights from “semantic gravity” and the Knowledge Process framework	18
Mandarin Chinese-speaking learners’ acquisition of Italian consonant length contrast	18
Topicalization as a practice for facilitating L2 discussion in video-mediated extensive reading book club meetings	18
The effects of chunk reading strategy training on the word chunking skills of L1-Japanese English learners	18
Reflective Dialogues in Negotiating the Research-Practice Nexus: A Case Study of an English as a Foreign Language (EFL) Teacher-Researcher Collaboration	17
The mediating effects of online learning engagement on the relationship between Chinese university students’ L2 grit and their English language achievement	17
Bidirectional relationship between L2 pragmatic development and learner identity in a study abroad context	17
The relationship between L2 grit and vocabulary knowledge in first-year Moroccan university students	17
Book review	17
Contributions of foreign language writing emotions to writing achievement	17
A comparative study of the effects of L1 and L2 prewriting discussions on L2 writing performance	17
Internationally mobile students’ language views in an Inner Circle English writing course	17
Mobilizing ‘context’: Vocabulary checks in ESL tutoring sessions	17
Exploring the intricate relationship between foreign language anxiety, attention and self-repairs during L2 speech production	17
Development and initial validation of learner engagement with teacher written corrective feedback scale	17
CACTI: Use of a survey instrument as a semistructured interview protocol to facilitate teacher retrospection on bi/multilingual practices in EMI	17
Examining Chinese EFL learners’ online self-regulated learning: A mixed-methods approach	17
The gender enrolment gap in foreign language education revisited: Contemporary issues in a Ghanaian higher education institution	17
Covid-19 as a critical incident: Reflection on language assessment literacy and the need for radical changes	16
Book review	16
Corrigendum to “Engaging in dialogic peer feedback in L2 writing development: A microgenetic approach” [System 126 (2024) 103513]	16
Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM: A mixed methods study	16
Rising China and rising Chinese: An investigation into African international students’ language beliefs	16
Book review	16
Book review	16
Book review	16
Interpersonal resources in letter writing of young L2 Chinese learners	16
The effect of instruction on the development of L2 interactional competence: Listener responses in Chinese as a second language	16
Book review	15

Digital affordances and teacher agency in the context of teaching Chinese as a second language during COVID-19	15
Effects of processing tasks on children's learning of second language words	15
Peer interaction, writing proficiency, and the quality of collaborative digital multimodal composing task: Comparing guided and unguided planning	15
Reporting practices in applied linguistics quantitative research articles across a decade: A methodological synthesis	15
Conversation for co-learning in the eikaiwa classroom	15
Inclusive teaching practices implemented in primary school bilingual programmes in Spain: Teachers’ views and associated factors	15
Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model	15
The emotional landscape of online teaching: An autoethnographic exploration of vulnerability and emotional reflexivity	15
Linguistic alignment in second language acquisition: A methodological review	15
Book review	14
Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college	14
Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning	14
Guest editorial: L2 pragmatics in language teacher education	14
Teaching English on a desert island: Primary school teachers' emotional experiences and professional identities	14
Native speakers aren't perfect’: Japanese English learners' identity transformation as English users	14
Book review	14
Situating emotionality within socialization in study abroad contexts: The Student's perspective	14
Directed Motivational Currents in L2: A focus on triggering factors, initial conditions, and (non)defining features	14
Corrigendum to “Managing classroom misbehaviours in the Hong Kong English Medium Instruction secondary classrooms: A translanguaging perspective” [System 113 (2023) 102959]	14
Activity choice and perceptions: Influencing factors to learning outcomes within videoconference-enhanced LMS courses	14
Emergency remote teaching adaptation of the anonymous multi–mediated writing model	14
Foregrounding language teacher agency and positioning of EFL teachers in the research-practice nexus	14
Reducing anxiety in the foreign language classroom: A positive psychology approach	14
Investigating the ecological validity of second language writing assessment tasks	13
Exploring ChatGPT-supported teacher feedback in the EFL context	13
Editorial Board	13
Metaphor use in describing English public speaking anxiety by Chinese university EFL learners	13
The cagey C-test construct: Some evidence from a meta-analysis of correlation coefficients	13
Introducing MultilingProfiler: An adaptable tool for analysing the vocabulary in French, German, and Spanish texts	13
From out-group to in-group: Exercising agency for gaining membership through statement of purposes writing	13
Book review	13
Productive vocabulary knowledge in L2 German: Which word-related variables matter?	13
The effect of spacing on incidental and deliberate learning of L2 collocations	13
Effect of interactive intensity on lexical alignment and L2 writing quality	13
Gender differences in the relations between EFL students' classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use	13
Book review	13
Book review	13
Understanding assessment tasks: Learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks for TBLT implementation	12
Photo-narrative frames: Using visuals with narrative research in applied linguistics	12
Effects of Global Englishes-oriented pedagogy in the EFL classroom	12
Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective	12
Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT: Insights from task design processes and post-implementation reflections	12
Book review	12
Evaluating the roles of breadth and depth of aural vocabulary knowledge in listening comprehension of EFL learners: An investigation applying auditory measures	12
Models of EMI pedagogies: At the interface of language use and interaction	12
The possibility of improving automated calculation of measures of lexical richness for EFL writing: A comparison of the LCA, NLTK and SpaCy tools	12
Examining Chinese teachers’ emotional vulnerability of teaching international students in an English medium instruction programme	12
The emergence of boredom in an online language class: An ecological perspective	12
Book review	12
Revisiting CALL normalization through a Yin–Yang ecological perspective: A study on teacher intentionality and classroom technology use of a claimed reluctant user	12
Language teachers as pedagogical designers in technology-mediated language education	12
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	12
Achievement goals and emotions of Chinese EFL students: A control-value theory approach	12
An empirical approach to measuring accent familiarity: Phonological and correlational analyses	12
Factor structure and psychometric properties of the L2 teacher boredom scale	12
Investigating the mediating role of positive and negative beliefs about competition and competitive orientation in the relationship between language mindsets and emotions	12
Multimedia enhanced vocabulary learning: The role of input condition and learner-related factors	12
Editorial Board	11
Editorial Board	11
Book review	11
Rapport in research interviews: An interdiscursive perspective	11
A study on the affordances of digital fairy-tale rewriting: A critical literacy approach to digital multimodal composing	11
Facilitating EFL learners' intercultural competence through culturally responsive teaching in oral English classrooms	11
System's 50th anniversary special issue in conversation with professor Jean-Marc Dewaele	11
The mediating role of psychological capital in the relationship between foreign language anxiety and learning burnout among college students with different language environments	11
Book review	11
Exploring the linguistic signature of interpersonal liking in second language interaction	11
An ecological perspective on learner agency: The case of Chinese tertiary-level EFL students in peer reviews	11
Investigating the capability of ChatGPT for generating multiple-choice reading comprehension items	11
EFL university students’ game element preferences and learning needs: Implications for the instructional design of digital gamified classes	11
Designing a task-based conversational agent for EFL in German schools: Student needs, actions, and perceptions	11
Reading aloud listening test items to young learners: Attention, item understanding, and test performance	11
Book review	11
Emotion labor and professional identity construction of TESOL teacher educators	11
‘Finally, it's all in vain’: A Chinese as an additional language teacher's agency in navigating the teaching-research nexus in a neoliberal Chinese university	11
Conversation Cloud: A videoconferencing learning ecology for Thai undergraduate EFL learners	11
Small stories as curated formats on social media: The intersection of affordances, values & practices	11
The use of online dictionaries in video-mediated L2 interactions for the social accomplishment of Virtual Exchange tasks	11
Book review	11
Unlocking the magic of digital adaptivity: Unleashing students' writing skills and self-determination motivation through digital literacy instruction	10
Corrigendum to “Transcending the boundaries of mode in online language teaching: A translanguaging perspective on ESL teachers' synchronous small group online tutorials” [System 121 (2024) 103185]	10
The role of input modality and vocabulary knowledge in alignment in reading-to-speaking tasks	10
Enhancing EMI learning through L1 use and ESP: A mixed-methods study in a Chinese transnational education context	10
Modeling writing self-efficacy over time and across tasks in an EFL context	10
The predictive value of gaze behavior and mouse-clicking in testing listening proficiency: A sensor technology study	10
Exploring Chinese university students’ motivation and engagement in English medium instruction: A latent profiling approach	10
The effect of “at home” network communication, off-site travel, and extracurricular activity on longitudinal social network development in study abroad	10
Book review	10
Conceptualising the actual L2 self into the L2 motivational self system	10
Someday I want to go to the Guggenheim! A case study about adolescent learners’ foreign language enjoyment in a desktop virtual reality project	10
The effects of the timing of form-focused instruction on EFL learners’ learning of difficult and easy grammatical features: A comparative study	10
Strategies of teaching knowledge in English-medium instruction lectures: A Legitimation Code Theory perspective	10
Developing a short language classroom engagement scale (LCES) and linking it with needs satisfaction and achievement	10
Modeling speaking performance in young learners of Chinese as a heritage language: The interplay of L2 grit, motivational intensity, and willingness to communicate	10
Book review	10