System

Article	Citations
Exploring Chinese EFL student teachers' emotions and emotion-regulation strategies in receiving peer feedback on microteaching	221
TESOL and Sustainability: English Language Teaching in the Anthropocene Era	163
Book review	157
Editorial Board	92
A narrative autobiographical exploration of language-in-education policy roles in a youth reengagement program	89
En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs	85
The effects of task complexity on lexical complexity in L2 writing: An exploratory study	85
Predicting the emotional labor strategies of Chinese English Foreign Language teachers	82
Exploring factors affecting English language teacher wellbeing: insights from positive psychology	79
When to conduct a vocabulary quiz, before the review or after the review?	75
Book review	75
Book review	75
Subtitles for vocabulary learning: Assessing the effects of L2, L1, and bilingual subtitles over time	74
Influence of stroke-order learning on Chinese character recognition among Chinese as a second language learners	69
Within- and out-of-school FL exposure and learning: An expectancy-value theory perspective on FL listening motivation	69
Resilience in language classrooms: Exploring individual antecedents and consequences	67
Validating word lists that represent learner knowledge in EFL contexts: The impact of the definition of word and the choice of source corpora	66
The effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words	63
Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale	63
English-as-a-foreign language university instructors' perceptions of integrating artificial intelligence: A Turkish perspective	61
Institutional leaders and teacher research: Roles, interactions, and impacts	60
Aggregating the evidence of automatic speech recognition research claims in CALL	60
Emotion and agency in building a Language Other Than English Teacher's research-teaching nexus	58
Conquering the tower of Babel? How linguistic distance affects second and foreign language reading in German, English, and French in year 9 in Germany	56
Altered speech act indication: A problem for foreign language learners?	56

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	54
Language learning beyond the classrooms: Experiences of Vietnamese English major and non-English major students	53
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
Pinpointing the pivotal mediating forces of directed motivational currents (DMCs): Evidence from the Q methodology	53
Examining EFL learners’ oral advice production: The role of pragmatic demands and task complexity	51
The impact of Global Englishes classroom-based innovation on school-aged language learners' perceptions of English: An exercise in practitioner and researcher partnership	49
The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production	49
Book review	48
“This dissertation intricately explores…”: ChatGPT's shell noun use in rephrasing dissertation abstracts	48
Editorial Board	48
Positive emotional stimuli in teaching foreign language vocabulary	47
Analysing preservice teachers' enactment of the UDL framework to support diverse students in a remote teaching context	47
How are personality factors connected to EFL learners’ oral performance? A psychological network analysis	45
A systematic review of research on emotional artificial intelligence in English language education	44
Anchoring in the meso-level: Departmental preparation for the adoption of blended learning in tertiary education	44
Untangling the relationship between English as a foreign language learners’ metacognitive experiences and writing proficiency: A mixed-methods approach	44
Book review	44
Q methodology in applied linguistics: A systematic research synthesis	43
Intersections of social justice and emotion labor among English language teachers: A perezhivanie inquiry	43
Book review	43
Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learner grit and burnout	42
How age and L2 proficiency affectthe L2 lexicon	41
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	41
Mapping the research on language teacher emotion: A systematic literature review	40
Innovations in teaching L2 writing: How changes in teachers' SCK and PCK impact learners’ perceptions and writing outcomes	39
Out-of-class English learning anxiety and its relation to motivation among Chinese university English majors	39
The effects of phonics instruction on L2 phonological decoding and vocabulary learning: An experimental study of Chinese EFL learners	39
When CLIL is for all: Improving learner motivation through peer-tutoring in Mathematics	38
Editorial Board	38
Growth of lexical and syntactic complexity, accuracy, and fluency in spoken production of first language and second language children	38
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	38
Editorial Board	37
“Navigating Precarity”: Motivation of English language teachers in a Chinese higher vocational college	36
Vocabulary learning in EMI courses: A longitudinal study of Chinese university students over a term	36
Book review	36
Teaching and learning interpersonal meanings in EFL in the school years	36
Exploring the influence of teachers’ motivation, self-efficacy, and institutional support on their research engagement: A study of Chinese university EFL teachers	35
Investigating the dynamics of English for Medical Purposes (EMP) textbook design and use in China	35
Development of L2 disciplinary literacy: A multidimensional analysis	35
Understanding student engagement with teacher and peer feedback in L2 writing	34
ChatGPT affordance for logic learning strategies and its usefulness for developing knowledge and quality of logic in English argumentative writing	33
Community of Inquiry perceptions and divergences between students and instructors	32
The impact of functional load and cumulative errors on listeners' judgments of comprehensibility and accentedness	32
Research on language learning motivation in school settings in System	32
Development of morphological diversity in second language Korean: An NLP analysis using the Korean Morphological Richness Analyzer 1.0	31
A systematic review of reading self-efficacy in second or foreign language learning	31
Cultivating the nexus of research and practice in language teacher education: A duoethnographic exploration	30
Exploring EFL learners' cognitive/emotional dissonance in content-based foreign language instruction: An ecological perspective	30
Understanding EFL students’ use of self-made AI chatbots as personalized writing assistance tools: A mixed methods study	29
Exploring L2 writing teachers’ feeling rules, emotional labor and regulation strategies	29

The glocalisation of English-medium instruction examined through of the ROAD-MAPPING framework: A case study of teachers and students in a Vietnamese university	29
ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study	29
Book review	28
Mapping out the disciplinary variation of syntactic complexity in student academic writing	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	27
Postgraduate Chinese EFL learners’ emotional vulnerability displays and regulation strategies	27
“We were told that the content we delivered was not as important:” disconnect and disparities in world language student teaching during COVID-19	26
Communicative pronunciation teaching: Insights from the Vietnamese tertiary EFL classroom	26
FL listening motivation, interest, linguistic self-confidence, and overall proficiency: A complete double mediation model	26
Yet another look at strategies for learning grammar: Validating the Grammar Learning Strategy Inventory in the Iranian EFL context	26
Book review	25
The role of positive learning emotions in sustaining cognitive motivation for multilingual development	25
The dynamics of second-language learning experience and motivational variability: Focusing on a reflective autobiography	25
Adapting to Complexity: Teacher-Student interactions in synchronous online language classes through a dynamic systems lens	25
Book review	25
Buoyancy and engagement in online English learning: The mediating roles and complex interactions of anxiety, enjoyment, and boredom	25
Beyond ideologies of nativeness in the intelligibility principle for L2 English pronunciation: A corpus-supported review	25
Book review	24
The impact of early foreign language learning on language proficiency development from middle to high school	24
Book review	24
A comparative study of thematic choices and thematic progression patterns in human-written and AI-generated texts	24
Evaluating AI's impact on self-regulated language learning: A systematic review	23
Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms	23
A latent profile analysis of EFL learners’ self-efficacy: Associations with academic emotions and language proficiency	23
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	23
Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention	22
Book review	22
Book review	22
Editorial Board	22
In pursuit of pink elephants: Sociocultural Theory and the determination of learning in assessments that support L2 teaching and learning	22
Promoting L2 reading fluency at the tertiary level through timed and repeated reading	21
Book review	21
Metacognitive strategies and self-efficacy co-shape L2 achievement: A multilevel structural equation modeling approach	21
The impact of concordancing on English learners’ foreign language anxiety and enjoyment: An application of data-driven learning	21
Book review	21
Technology-enhanced self-regulated second language learning interventions: A systematic review	21
NLP-based analysis of verb semantic cohesion in L2 writing: Interaction of genre and proficiency on verb networks	21
The relationship of language anxiety and English learners’ accentedness, comprehensibility, and speech rate across three communication tasks	21
Exploring the effect of corpus-informed and conventional homework materials on fostering EFL students’ grammatical construction learning	21
Language learning development in human-AI interaction: A thematic review of the research landscape	21
Integrated effects of interactional cognitions and emotional regulation capacity on peer interaction in the L2 classroom	21
Book review	21
The gender enrolment gap in foreign language education revisited: Contemporary issues in a Ghanaian higher education institution	20
Rising China and rising Chinese: An investigation into African international students’ language beliefs	20
The effect of self-perceived learning needs on self-regulated learning and learning outcomes in an EFL listening course	20
Proficiency pairing and engagement with language in L2 peer interaction	20
Examining Chinese EFL learners’ online self-regulated learning: A mixed-methods approach	20
The relationship between L2 grit and vocabulary knowledge in first-year Moroccan university students	20
Mandarin Chinese-speaking learners’ acquisition of Italian consonant length contrast	20
Learning to construct authorial voice through citations: A longitudinal case study of L2 postgraduate novice writers	20
Measuring Chinese junior high school students' language mindsets: What can we learn from young EFL learners’ beliefs in their language ability?	20
A configurational exploration of how emotions influence willingness to communicate among Chinese EFL learners: A fsQCA approach	20
The effects of chunk reading strategy training on the word chunking skills of L1-Japanese English learners	20
ChatGPT: The catalyst for teacher-student rapport and grit development in L2 class	20
Book review	19
Unraveling the relationships among EFL teacher emotions, immunity, and teaching quality: A multilevel structural-equation modelling analysis	19
The mediating effects of online learning engagement on the relationship between Chinese university students’ L2 grit and their English language achievement	19
Mobilizing ‘context’: Vocabulary checks in ESL tutoring sessions	19
Language teacher associations as a nexus of research and practice: A collaborative autoethnography	19
Reflective dialogues in negotiating the research-practice nexus: A case study of an English as a Foreign Language (EFL) teacher-researcher collaboration	19
Book review	19
Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents	19
Contributions of foreign language writing emotions to writing achievement	19
Covid-19 as a critical incident: Reflection on language assessment literacy and the need for radical changes	19
Development and initial validation of learner engagement with teacher written corrective feedback scale	18
Internationally mobile students’ language views in an Inner Circle English writing course	18
Transcending the boundaries of mode in online language teaching: A translanguaging perspective on ESL teachers’ synchronous small group online tutorials	18
CACTI: Use of a survey instrument as a semistructured interview protocol to facilitate teacher retrospection on bi/multilingual practices in EMI	18
A comparative study of the effects of L1 and L2 prewriting discussions on L2 writing performance	18
Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM: A mixed methods study	18
Exploring the intricate relationship between foreign language anxiety, attention and self-repairs during L2 speech production	18
Topicalization as a practice for facilitating L2 discussion in video-mediated extensive reading book club meetings	18
Bidirectional relationship between L2 pragmatic development and learner identity in a study abroad context	17
Interpersonal resources in letter writing of young L2 Chinese learners	17
Directed Motivational Currents in L2: A focus on triggering factors, initial conditions, and (non)defining features	17
Investigating the ecological validity of second language writing assessment tasks	17
Book review	17
Emergency remote teaching adaptation of the anonymous multi–mediated writing model	17
Cognitive processing in simultaneous interpreting with synchronous captioning: An eye-tracking study of Chinese head-final noun phrases with varied dependency distances	17

The effect of instruction on the development of L2 interactional competence: Listener responses in Chinese as a second language	17
Book review	17
Corrigendum to “Engaging in dialogic peer feedback in L2 writing development: A microgenetic approach” [System 126 (2024) 103513]	17
Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college	16
Enhancing the research-praxis nexus: Critical moments implementing translanguaging pedagogies in English language education at an Austrian middle school	16
Effect of interactive intensity on lexical alignment and L2 writing quality	16
Inclusive teaching practices implemented in primary school bilingual programmes in Spain: Teachers’ views and associated factors	16
Book review	16
Native speakers aren't perfect’: Japanese English learners' identity transformation as English users	16
Foregrounding language teacher agency and positioning of EFL teachers in the research-practice nexus	16
Linguistic alignment in second language acquisition: A methodological review	16
Book review	16
Corrigendum to “Managing classroom misbehaviours in the Hong Kong English Medium Instruction secondary classrooms: A translanguaging perspective” [System 113 (2023) 102959]	16
Activity choice and perceptions: Influencing factors to learning outcomes within videoconference-enhanced LMS courses	16
Reporting practices in applied linguistics quantitative research articles across a decade: A methodological synthesis	16
Teaching English on a desert island: Primary school teachers' emotional experiences and professional identities	16
Book review	16
Effects of processing tasks on children's learning of second language words	16
Book review	16
Digital affordances and teacher agency in the context of teaching Chinese as a second language during COVID-19	15
The emotional landscape of online teaching: An autoethnographic exploration of vulnerability and emotional reflexivity	15
Conversation for co-learning in the eikaiwa classroom	15
Situating emotionality within socialization in study abroad contexts: The Student's perspective	15
Peer interaction, writing proficiency, and the quality of collaborative digital multimodal composing task: Comparing guided and unguided planning	15
Introducing MultilingProfiler: An adaptable tool for analysing the vocabulary in French, German, and Spanish texts	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
Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning	15
Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model	15
Guest editorial: L2 pragmatics in language teacher education	15
The effect of spacing on incidental and deliberate learning of L2 collocations	15
Reducing anxiety in the foreign language classroom: A positive psychology approach	14
Editorial Board	14
Book review	14
Examining Chinese teachers’ emotional vulnerability of teaching international students in an English medium instruction programme	14
Photo-narrative frames: Using visuals with narrative research in applied linguistics	14
Book review	14
Exploring ChatGPT-supported teacher feedback in the EFL context	14
A word to the wise: Crafting impactful prompts for ChatGPT	14
Revisiting CALL normalization through a Yin–Yang ecological perspective: A study on teacher intentionality and classroom technology use of a claimed reluctant user	14
Investigating the mediating role of positive and negative beliefs about competition and competitive orientation in the relationship between language mindsets and emotions	14
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	14
Book review	14
The possibility of improving automated calculation of measures of lexical richness for EFL writing: A comparison of the LCA, NLTK and SpaCy tools	14
From out-group to in-group: Exercising agency for gaining membership through statement of purposes writing	14
A latent profile analysis of emotional intelligence and its relationship with L2 student writing feedback literacy	14
Book review	14
An empirical approach to measuring accent familiarity: Phonological and correlational analyses	14
Book review	14
Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective	13
Achievement goals and emotions of Chinese EFL students: A control-value theory approach	13
Effects of Global Englishes-oriented pedagogy in the EFL classroom	13
Multimedia enhanced vocabulary learning: The role of input condition and learner-related factors	13
Understanding assessment tasks: Learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks for TBLT implementation	13
Models of EMI pedagogies: At the interface of language use and interaction	13
Factor structure and psychometric properties of the L2 teacher boredom scale	13
Metaphor use in describing English public speaking anxiety by Chinese university EFL learners	13
Productive vocabulary knowledge in L2 German: Which word-related variables matter?	13
The emergence of boredom in an online language class: An ecological perspective	13
Language teachers as pedagogical designers in technology-mediated language education	13
Evaluating the roles of breadth and depth of aural vocabulary knowledge in listening comprehension of EFL learners: An investigation applying auditory measures	12
An ecological perspective on learner agency: The case of Chinese tertiary-level EFL students in peer reviews	12
Book review	12
Editorial Board	12
Facilitating EFL learners' intercultural competence through culturally responsive teaching in oral English classrooms	12
Conversation Cloud: A videoconferencing learning ecology for Thai undergraduate EFL learners	12
Book review	12
Investigating teacher questioning in Hong Kong secondary EMI classrooms: (Mis)alignment between beliefs and practices	12
Effect of auditory precision on L2 speech learning is partially mediated by learning target and instruction form	12
Book review	12
Language teacher investment as resistance: Why do teachers engage in practitioner research in an uneven world	12
Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT: Insights from task design processes and post-implementation reflections	12
Emotion labor and professional identity construction of TESOL teacher educators	12
Rapport in research interviews: An interdiscursive perspective	12
Exploring the linguistic signature of interpersonal liking in second language interaction	12
An overview of TBLT approaches and cognitive processes with heritage language learners	12
System's 50th anniversary special issue in conversation with professor Jean-Marc Dewaele	11
Small stories as curated formats on social media: The intersection of affordances, values & practices	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
Strategies of teaching knowledge in English-medium instruction lectures: A Legitimation Code Theory perspective	11
Exploring students’ demotivation and remotivation in learning English	11
A study on the affordances of digital fairy-tale rewriting: A critical literacy approach to digital multimodal composing	11
Book review	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
An exploratory study on the potential of machine reading comprehension as an instructional scaffolding device in second language reading lessons	11
The use of online dictionaries in video-mediated L2 interactions for the social accomplishment of Virtual Exchange tasks	11
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]	11
Metacognitive instruction in technology-mediated TBLT: An Exploratory Case Study of Learners’ Engagement	11
The effect of “at home” network communication, off-site travel, and extracurricular activity on longitudinal social network development in study abroad	11
Reading aloud listening test items to young learners: Attention, item understanding, and test performance	11
Becoming a teacher in the era of AI: A multiple-case study of pre-service teachers’ investment in AI-facilitated learning-to-teach practices	11
Investigating the capability of ChatGPT for generating multiple-choice reading comprehension items	11
Exploring Chinese university students’ motivation and engagement in English medium instruction: A latent profiling approach	11
Book review	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