System

Article	Citations
Book review	277
Book review	193
Book review	156
Aggregating the evidence of automatic speech recognition research claims in CALL	154
Institutional leaders and teacher research: Roles, interactions, and impacts	124
A narrative autobiographical exploration of language-in-education policy roles in a youth reengagement program	122
Exploring Chinese EFL student teachers' emotions and emotion-regulation strategies in receiving peer feedback on microteaching	119
EFL students’ self-regulated learning, motivation, and perceived teacher support in cooperative learning: A network analysis perspective	109
How engagement dynamics shape collaborative writing processes: Perspectives from EAL learners	109
Subtitles for vocabulary learning: Assessing the effects of L2, L1, and bilingual subtitles over time	104
The effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words	104
Within- and out-of-school FL exposure and learning: An expectancy-value theory perspective on FL listening motivation	101
Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale	98
Validating word lists that represent learner knowledge in EFL contexts: The impact of the definition of word and the choice of source corpora	96
The effects of task complexity on lexical complexity in L2 writing: An exploratory study	92
Resilience in language classrooms: Exploring individual antecedents and consequences	91
Exploring factors affecting English language teacher wellbeing: insights from positive psychology	88
En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs	81
Influence of stroke-order learning on Chinese character recognition among Chinese as a second language learners	80
Emotion and agency in building a Language Other Than English Teacher's research-teaching nexus	79
English-as-a-foreign language university instructors' perceptions of integrating artificial intelligence: A Turkish perspective	79
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	75
Conquering the tower of Babel? How linguistic distance affects second and foreign language reading in German, English, and French in year 9 in Germany	75
Language learning beyond the classrooms: Experiences of Vietnamese English major and non-English major students	73
How are personality factors connected to EFL learners’ oral performance? A psychological network analysis	69

Pinpointing the pivotal mediating forces of directed motivational currents (DMCs): Evidence from the Q methodology	67
Untangling the relationship between English as a foreign language learners’ metacognitive experiences and writing proficiency: A mixed-methods approach	66
Intersections of social justice and emotion labor among English language teachers: A perezhivanie inquiry	66
Editorial Board	62
Book review	60
Book review	59
Book review	59
Mapping the research on language teacher emotion: A systematic literature review	58
Teacher professional development in focus: Dealing with students’ chat-based contributions in online teaching	57
The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production	57
“This dissertation intricately explores…”: ChatGPT's shell noun use in rephrasing dissertation abstracts	53
Examining EFL learners’ oral advice production: The role of pragmatic demands and task complexity	52
“Like porcupines and hedgehogs”: Building positive teacher-student relationships in L2 classroom assessment from a relationships motivation theory perspective	51
Anchoring in the meso-level: Departmental preparation for the adoption of blended learning in tertiary education	49
A typology of metalinguistic feedback	49
The impact of Global Englishes classroom-based innovation on school-aged language learners' perceptions of English: An exercise in practitioner and researcher partnership	48
Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learner grit and burnout	48
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	48
A systematic review of research on emotional artificial intelligence in English language education	47
Analysing preservice teachers' enactment of the UDL framework to support diverse students in a remote teaching context	47
Integrating language and history teaching through cognitive discourse functions: A closer look at the learning outcomes of a design-based research project	46
Reflective teaching, teacher immunity, and burnout: Investigating possible links	46
Q methodology in applied linguistics: A systematic research synthesis	44
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	43
Book review	43
Editorial Board	42
Innovations in teaching L2 writing: How changes in teachers' SCK and PCK impact learners’ perceptions and writing outcomes	42
Vocabulary learning in EMI courses: A longitudinal study of Chinese university students over a term	40
Assessing writing quality in story continuation writing tasks: The role of linguistic alignment	40
The impact of functional load and cumulative errors on listeners' judgments of comprehensibility and accentedness	40
Editorial Board	40
The glocalisation of English-medium instruction examined through of the ROAD-MAPPING framework: A case study of teachers and students in a Vietnamese university	39
When CLIL is for all: Improving learner motivation through peer-tutoring in Mathematics	39
Exploring EFL learners' cognitive/emotional dissonance in content-based foreign language instruction: An ecological perspective	38
Development of morphological diversity in second language Korean: An NLP analysis using the Korean Morphological Richness Analyzer 1.0	37
Corrigendum to “The impact of AI chatbots on EFL learners’ oral proficiency and willingness to communicate” [System 136 (2026) 103919]	37
Book review	37
Community of Inquiry perceptions and divergences between students and instructors	36
Cultivating the nexus of research and practice in language teacher education: A duoethnographic exploration	36
“Navigating Precarity”: Motivation of English language teachers in a Chinese higher vocational college	35
Growth of lexical and syntactic complexity, accuracy, and fluency in spoken production of first language and second language children	34
Beyond monologues – Examining L2 Finnish learners’ interpersonal behavior during dialogue speaking tasks using the computer-joystick method	34
Apology strategies and ritual frame indicating expressions (RFIEs) in advanced Korean learners’ Chinese: An interlanguage pragmatic study	34
Development of L2 disciplinary literacy: A multidimensional analysis	33
Exploring the influence of teachers’ motivation, self-efficacy, and institutional support on their research engagement: A study of Chinese university EFL teachers	33
Research on language learning motivation in school settings in System	33
Linking mindsets to emotions in foreign language learning: A study integrating situated expectancy-value and control-value theories across proficiency levels	32
Affordances and learner agency: Chinese EFL learners’ English vlogging practices on Douyin	32
ChatGPT affordance for logic learning strategies and its usefulness for developing knowledge and quality of logic in English argumentative writing	31
Out-of-class English learning anxiety and its relation to motivation among Chinese university English majors	31

Investigating the dynamics of English for Medical Purposes (EMP) textbook design and use in China	31
Developing an AI-assisted learning flow framework for pre-service teachers of Chinese as a second language: Investigating the influence of teacher educators’ support on AI-flow and self-efficacy in te	31
Understanding student engagement with teacher and peer feedback in L2 writing	30
ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study	30
A systematic review of reading self-efficacy in second or foreign language learning	30
Exploring L2 writing teachers’ feeling rules, emotional labor and regulation strategies	30
Understanding EFL students’ use of self-made AI chatbots as personalized writing assistance tools: A mixed methods study	30
Conceptualizing and measuring foreign language reading boredom	29
Book review	29
Mind the cognitive load gap: Student translators’ cognitive demands and translation behaviors in GenAI-assisted legal translation	29
Book review	29
Harnessing AI in academic writing: The complex interplay of AI literacy and self-directed learning among university L2 learners	29
Postgraduate Chinese EFL learners’ emotional vulnerability displays and regulation strategies	28
Book review	28
Learner engagement in comprehension-based and production-based tasks: Insights from young learners through an ecological perspective	28
A comparative study of thematic choices and thematic progression patterns in human-written and AI-generated texts	28
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	28
Book review	28
L2 speaking functional adequacy in study abroad: Development in monologic and dialogic task conditions	28
The dynamics of second-language learning experience and motivational variability: Focusing on a reflective autobiography	28
The role of positive learning emotions in sustaining cognitive motivation for multilingual development	27
Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms	27
Does instructional language matter in CLIL? A study of learner proficiency and affective factors	27
Interplay among assessment practices, legitimacy of multimodality and learner identity: The case of embodied multimodal composing in L2 writing classes	27
Beyond ideologies of nativeness in the intelligibility principle for L2 English pronunciation: A corpus-supported review	27
The impact of early foreign language learning on language proficiency development from middle to high school	27
FL listening motivation, interest, linguistic self-confidence, and overall proficiency: A complete double mediation model	27
Buoyancy and engagement in online English learning: The mediating roles and complex interactions of anxiety, enjoyment, and boredom	26
Evaluating AI's impact on self-regulated language learning: A systematic review	26
Adapting to Complexity: Teacher-Student interactions in synchronous online language classes through a dynamic systems lens	26
The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling	26
Mapping out the disciplinary variation of syntactic complexity in student academic writing	26
Yet another look at strategies for learning grammar: Validating the Grammar Learning Strategy Inventory in the Iranian EFL context	26
The relationship of language anxiety and English learners’ accentedness, comprehensibility, and speech rate across three communication tasks	25
Book review	25
The impact of concordancing on English learners’ foreign language anxiety and enjoyment: An application of data-driven learning	25
NLP-based analysis of verb semantic cohesion in L2 writing: Interaction of genre and proficiency on verb networks	25
Book review	25
Integrated effects of interactional cognitions and emotional regulation capacity on peer interaction in the L2 classroom	25
Editorial Board	24
Editorial Board	24
Doing the task, doing the relationship: Responses to self-assessment and advice in peer reflection on microteaching	24
Promoting L2 reading fluency at the tertiary level through timed and repeated reading	24
Metacognitive strategies and self-efficacy co-shape L2 achievement: A multilevel structural equation modeling approach	24
In pursuit of pink elephants: Sociocultural Theory and the determination of learning in assessments that support L2 teaching and learning	24
Learning to construct authorial voice through citations: A longitudinal case study of L2 postgraduate novice writers	23
Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention	23
ChatGPT: The catalyst for teacher-student rapport and grit development in L2 class	23
Technology-enhanced self-regulated second language learning interventions: A systematic review	23
The gender enrolment gap in foreign language education revisited: Contemporary issues in a Ghanaian higher education institution	23
Language learning development in human-AI interaction: A thematic review of the research landscape	23
Mandarin Chinese-speaking learners’ acquisition of Italian consonant length contrast	22
Book review	22
Rising China and rising Chinese: An investigation into African international students’ language beliefs	22
Internationally mobile students’ language views in an Inner Circle English writing course	22
Bidirectional relationship between L2 pragmatic development and learner identity in a study abroad context	22
Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents	22
Mobilizing ‘context’: Vocabulary checks in ESL tutoring sessions	22
Unraveling the relationships among EFL teacher emotions, immunity, and teaching quality: A multilevel structural-equation modelling analysis	21
The effects of chunk reading strategy training on the word chunking skills of L1-Japanese English learners	21
Transcending the boundaries of mode in online language teaching: A translanguaging perspective on ESL teachers’ synchronous small group online tutorials	21
CACTI: Use of a survey instrument as a semistructured interview protocol to facilitate teacher retrospection on bi/multilingual practices in EMI	21
Examining Chinese EFL learners’ online self-regulated learning: A mixed-methods approach	21
Development and initial validation of learner engagement with teacher written corrective feedback scale	21
A configurational exploration of how emotions influence willingness to communicate among Chinese EFL learners: A fsQCA approach	21
The effects of AI-assisted feedback on students’ perceptions, emotions, and learning outcomes in L2 writing: a three-level meta-analysis	21
The relationship between L2 grit and vocabulary knowledge in first-year Moroccan university students	21
Reflective dialogues in negotiating the research-practice nexus: A case study of an English as a Foreign Language (EFL) teacher-researcher collaboration	21
Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM: A mixed methods study	21
Using a metaphor task to explore TESOL students’ beliefs about the roles of teachers	21
Topicalization as a practice for facilitating L2 discussion in video-mediated extensive reading book club meetings	21
Contributions of foreign language writing emotions to writing achievement	21
The effect of self-perceived learning needs on self-regulated learning and learning outcomes in an EFL listening course	21
Language teacher associations as a nexus of research and practice: A collaborative autoethnography	21
Book review	20
Guest editorial: L2 pragmatics in language teacher education	20
Editorial Board	20
Effects of processing tasks on children's learning of second language words	20
Foregrounding language teacher agency and positioning of EFL teachers in the research-practice nexus	20
Corrigendum to “Managing classroom misbehaviours in the Hong Kong English Medium Instruction secondary classrooms: A translanguaging perspective” [System 113 (2023) 102959]	20

The mediating effects of online learning engagement on the relationship between Chinese university students’ L2 grit and their English language achievement	20
Corrigendum to “Engaging in dialogic peer feedback in L2 writing development: A microgenetic approach” [System 126 (2024) 103513]	20
Reporting practices in applied linguistics quantitative research articles across a decade: A methodological synthesis	20
The effect of social media use on language learning: A meta-analysis	19
Investigating the ecological validity of second language writing assessment tasks	18
Cognitive processing in simultaneous interpreting with synchronous captioning: An eye-tracking study of Chinese head-final noun phrases with varied dependency distances	18
Interpersonal resources in letter writing of young L2 Chinese learners	18
Book review	18
Native speakers aren't perfect’: Japanese English learners' identity transformation as English users	18
Book review	18
Book review	18
Emergency remote teaching adaptation of the anonymous multi–mediated writing model	18
Book review	18
Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college	17
Teaching English on a desert island: Primary school teachers' emotional experiences and professional identities	17
Linguistic alignment in second language acquisition: A methodological review	17
Book review	17
Enhancing the research-praxis nexus: Critical moments implementing translanguaging pedagogies in English language education at an Austrian middle school	17
The effect of instruction on the development of L2 interactional competence: Listener responses in Chinese as a second language	17
Book review	17
Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model	17
Directed Motivational Currents in L2: A focus on triggering factors, initial conditions, and (non)defining features	17
Conversation for co-learning in the eikaiwa classroom	17
Inclusive teaching practices implemented in primary school bilingual programmes in Spain: Teachers’ views and associated factors	17
Exploring patterns of L2 development in study abroad: Insights from cluster analysis	16
Developing critical minds: An ethnographic study on the implementation of conspiracy theories to foster critical digital literacy in English language classrooms	16
Effect of interactive intensity on lexical alignment and L2 writing quality	16
Activity choice and perceptions: Influencing factors to learning outcomes within videoconference-enhanced LMS courses	16
Situating emotionality within socialization in study abroad contexts: The Student's perspective	16
Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning	16
Deferred multimodal input enhances L2 listening and fast-speech adaptation: A predictive coding perspective	16
The emotional landscape of online teaching: An autoethnographic exploration of vulnerability and emotional reflexivity	16
Peer interaction, writing proficiency, and the quality of collaborative digital multimodal composing task: Comparing guided and unguided planning	16
Book review	15
The possibility of improving automated calculation of measures of lexical richness for EFL writing: A comparison of the LCA, NLTK and SpaCy tools	15
Exploring ChatGPT-supported teacher feedback in the EFL context	15
Revisiting CALL normalization through a Yin–Yang ecological perspective: A study on teacher intentionality and classroom technology use of a claimed reluctant user	15
Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT: Insights from task design processes and post-implementation reflections	15
Editorial Board	15
Introducing MultilingProfiler: An adaptable tool for analysing the vocabulary in French, German, and Spanish texts	15
Book review	15
Book review	15
Metaphor use in describing English public speaking anxiety by Chinese university EFL learners	15
Talking science: Women scientists’ engagement in spoken public science communication online	15
Gender differences in the relations between EFL students' classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use	15
“We don't say ‘To-r Ó-nto. We say ‘To-r Ó-no.” Language ideologies on TikTok	15
A latent profile analysis of emotional intelligence and its relationship with L2 student writing feedback literacy	15
Understanding assessment tasks: Learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks for TBLT implementation	14
Language teachers as pedagogical designers in technology-mediated language education	14
The emergence of boredom in an online language class: An ecological perspective	14
Factor structure and psychometric properties of the L2 teacher boredom scale	14
Implementing reading circles in an EAP course: Novice academic learners’ co-regulation strategies and their attitudinal dispositions	14
Examining Chinese teachers’ emotional vulnerability of teaching international students in an English medium instruction programme	14
Productive vocabulary knowledge in L2 German: Which word-related variables matter?	14
Evaluating the roles of breadth and depth of aural vocabulary knowledge in listening comprehension of EFL learners: An investigation applying auditory measures	14
Emotion labor and professional identity construction of TESOL teacher educators	14
Achievement goals and emotions of Chinese EFL students: A control-value theory approach	14
Measuring the Global Englishes mindset: Development and validation of the GEM-Q for EFL learners	14
A word to the wise: Crafting impactful prompts for ChatGPT	14
From out-group to in-group: Exercising agency for gaining membership through statement of purposes writing	14
Investigating the mediating role of positive and negative beliefs about competition and competitive orientation in the relationship between language mindsets and emotions	14
Investigating teacher questioning in Hong Kong secondary EMI classrooms: (Mis)alignment between beliefs and practices	14
Effects of Global Englishes-oriented pedagogy in the EFL classroom	14
Book review	14
Writing from Abroad: Linguistic complexity and L2 Arabic writing quality across genres	14
Multimedia enhanced vocabulary learning: The role of input condition and learner-related factors	14
Language teacher investment as resistance: Why do teachers engage in practitioner research in an uneven world	13
Book review	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
Designing a task-based conversational agent for EFL in German schools: Student needs, actions, and perceptions	13
Book review	13
EFL university students’ game element preferences and learning needs: Implications for the instructional design of digital gamified classes	13
Effect of auditory precision on L2 speech learning is partially mediated by learning target and instruction form	13
Becoming a teacher in the era of AI: A multiple-case study of pre-service teachers’ investment in AI-facilitated learning-to-teach practices	13
Critical digital literacies, generative AI, and the negotiation of agency in human-AI interactions	13
The mediating role of psychological capital in the relationship between foreign language anxiety and learning burnout among college students with different language environments	13
Book review	13
Exploring the linguistic signature of interpersonal liking in second language interaction	13
An ecological perspective on learner agency: The case of Chinese tertiary-level EFL students in peer reviews	13
An empirical approach to measuring accent familiarity: Phonological and correlational analyses	13
Rapport in research interviews: An interdiscursive perspective	13
Alignment between intended and enacted pedagogies: A study of ELT curriculum innovation implementation in Pakistan	13
Facilitating EFL learners' intercultural competence through culturally responsive teaching in oral English classrooms	13
Editorial Board	13
Carnivalesque: Staging postdigital literacy	13
The impact of input mode on incidental vocabulary learning for CSL learners: Evidence from offline tests and eye-tracking studies	13
An overview of TBLT approaches and cognitive processes with heritage language learners	13
Reading aloud listening test items to young learners: Attention, item understanding, and test performance	13
The effect of “at home” network communication, off-site travel, and extracurricular activity on longitudinal social network development in study abroad	13
System's 50th anniversary special issue in conversation with professor Jean-Marc Dewaele	13
Modeling writing self-efficacy over time and across tasks in an EFL context	12
Book review	12
An exploratory study on the potential of machine reading comprehension as an instructional scaffolding device in second language reading lessons	12
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]	12
Strategies of teaching knowledge in English-medium instruction lectures: A Legitimation Code Theory perspective	12