Language Teaching Research

Article	Citations
Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms	254
More than migrants? Representations of wo/men of colour in Dutch language textbooks	74
The impact of a critical fiction analysis based on using augmented reality technology on developing students’ critical thinking and critical writing at Tabuk University	73
Debate pedagogy as a conducive environment for L2 argumentative essay writing	64
Foreign language anxiety and self-disclosure in online university French classes	58
Social psychological accounts of peer emotion transfer in EFL classrooms: A doubly latent multilevel analysis	53
Communication and the student experience in the time of Covid-19: An autoethnography	49
A posthumanist orientation and cross-national, online bilingual digital storytelling	37
The effects of pre-task explicit instruction on L2 oral self-repair behaviour	34
Arab Israeli EFL teachers’ perceptions and practices vis-à-vis teaching higher-order thinking skills: A complicated relationship	32
Investigating EFL teachers’ use of generative AI to develop reading materials: A practice and perception study	32
Pushing vocabulary knowledge from receptive to productive mastery: Effects of task type and repetition frequency	29
Emblematic gestures learning in Spanish as L2/FL: Interactions between types of gestures and tasks	29
Structured instructional design for integrated language skill development: College students’ perspectives on collaborative reading-to-write activities using a cloud-based tool	28
Student engagement with teacher oral feedback in EFL university classrooms	28
Unraveling the interplay between social-emotional need satisfaction and self-regulated learning: Longitudinal evidence from university students in China’s EMI programs	27
An ecological exploration of the intersection between English language teachers’ agency and social justice instruction	27
Language exposure and English digital reading achievement in East Asia: Examining the role of students’ socioeconomic status	27
Writing fluency instructional practices for college-level multilinguals in a U.S. intensive writing course: From an activity theory perspective	26
Introduction to the special issue: Challenges and practices to advance sustainable and inclusive practitioner research	26
Salience in EFL speakers’ perceptions of formality: (In)formal greetings and address forms combined with (in)formal nouns, verbs, and adjectives	26
Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain	26
Translating Willingness to Communicate into Learner Talk in a Chinese as a Foreign Language (CFL) Classroom	24
Teachers as slaves or masters to their coursebooks: An in-depth study on two English language teachers’ coursebook utilization	23
Psychometric properties of a self-efficacy scale for English language learners in Vietnam	22

Exploring phonetic cues to persuasive oral presentation: A study with British English speakers and English L2 learners	22
Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom	21
The effects of motivational dispositions on oral L2 task emotions and performance: A regulatory focus perspective	21
A study of the effect of multimodal input on vocabulary acquisition: Evidence from online Chinese language learners	21
High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing	20
Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education	20
Post-beginner L2-learner knowledge of ultra-frequent English words	20
Torn between socio-political mandates and professional identity: Teachers’ collaborative reflection on their identity tensions	19
Parental involvement and children’s L2 learning motivation and engagement: A person-centered approach	18
Promoting L2 writing development via a concept-based approach to teaching genre: A sociocultural intervention study in Chinese EFL writing classrooms	18
Synchronous computer-mediated communication and task-based learning in the EFL classroom	18
Public primary school teachers’ perceptions and assessment of young learners’ engagement	18
Variable effects of speakers’ visual cues and accent on L2 listening comprehension: A mixed-methods approach	18
A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary	17
Notes on contributors	17
L1 mediation in Chinese English learners’ mental lexicon: Evidence from word association tests	17
Processing instruction with structured/unstructured output: Does it make any changes in automatic/non-automatic explicit grammar knowledge?	16
Exclusive use of the second language in classroom interaction in English Medium Instruction science classrooms: the beliefs of students and their monolingual teachers	16
Gestures as scaffolding for L2 narrative recall: The role of gesture type, task complexity, and working memory	15
Implementation of an integrated intercultural literary pedagogy intervention in Spanish-as-a-foreign-language classrooms in the Netherlands: An effect study at the secondary level	15
Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices	15
The associations between individual differences in language aptitude and working memory, and the effectiveness of input and output based instruction	15
Comparing different L3s and factors that affect motivation to learn LOTEs	15
Notes on Contributors	15
The models of co-teaching and a spectrum for assessing collaboration: Examining English language co-teaching practices in South Korea	14
The predictive role of anxiety and motivation in L2 proficiency: An empirical causal model	14
The limited effects of visual and audio modalities on second language listening comprehension	14
Applying cognitive linguistics to teaching Chinese classifiers: Evidence from teaching Chinese as a heritage language in Germany	14
Dynamic positioning in identity development: Case studies of Chinese university English language teachers	13
Interthinking in asynchronous online talk: A study of Hong Kong English as a second language learners	13
An analysis of pragmatic content in EFL textbooks for young learners in Croatia	13
Fluency development through freewriting and transfer to other more structured tasks	13
Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study	13
The interplay between corrective feedback timing and foreign language anxiety in L2 development	13
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	13
Notes on Contributors	13
Notes on Contributors	12
Developing crosslinguistic awareness through plurilingual consciousness-raising tasks	12
Exploring emotions in language learning: Learners’ self-awareness, personal growth, and transformation on a CLIL course	12
EFL learners’ versus instructors’ attributions of success and failure factors: A complexity theory perspective	12
Exploring English language teachers’ beliefs about future readiness: Developing pedagogical practices for the 21st century	12
Incorporating iterative continuation tasks into EFL writing courses	12
An ecological inquiry into the identity formation of a novice TESOL research mentor: Critical autoethnographic narratives in focus	12
The impact of altruism on the emotions and English summary writing skills of L2 learners: An intervention study in light of positive psychology	11
Second language pedagogy: Learners and teachers	11
Learning specialized vocabulary in the second language: Does transfer from the first language help?	11
A Q method study on Turkish EFL learners’ perspectives on the use of AI tools for writing: Benefits, concerns, and ethics	11
‘Are we really back to normal?’: A qualitative study on language teachers’ teaching practices during the post-COVID-19 era	11
Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing	11
Measuring depth of academic vocabulary knowledge	10

Why motivated learners might not engage in language learning: An exploratory interview study of language learners and teachers	10
Statistical learning of L2 lexical bundles through unimodal, bimodal, and multimodal stimuli	10
Teachers’ cognition and classroom implementation of tasks in task-supported language teaching (TSLT)	10
Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom	10
Effects of participation in an online intercultural exchange on drivers of L2 learning motivation	10
Practicing to sing in chorus: Challenges and opportunities of collaborative inquiry-based learning in an Iranian EFL secondary school context	10
Comparing traditional and task-based approaches to teaching pragmatics: Task design processes and learning outcomes	10
Achievement goals, emotions and willingness to communicate in EFL learning: Combining variable- and person-centered approaches	9
From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill	9
Vision enhancement and language learning: A critical analysis of vision-building in an English for Academic Purposes programme	9
Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction	9
To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens	9
Cues facilitate foreign language vocabulary learning from instructional videos: Behavioral and neural evidence	9
Technology-mediated tasks for the development of L2 pragmatics	9
Protecting language teachers from burnout: The roles of teaching mindset, teaching grit, and emotion regulation	9
Notes on Contributors	9
The effects of reference of comparison (self-referential vs. normative) and regulatory focus (promotion vs. prevention) feedback on EFL learners’ willingness to communicate	9
EMI as a problem, a right or a resource: Exploring misalignments in stakeholders’ views at one university in Taiwan	8
Notes on Contributors	8
Pronunciation assessment of learners, by learners, and for learners: Effects, validity and reliability, and learners’ perception	8
Generalizing linguistic patterns through data-driven learning: A study of the dative alternation in Japanese learners of English	8
Learning academic words through writing sentences and compositions: Any signs of an increase in cognitive load?	8
Teachers’ practices of proactive and reactive classroom management strategies and the relationship to their self-efficacy	8
The relationships between spoken and written input beyond the classroom and young EFL learners’ proficiency	8
What factors contribute to the proficiency of young EFL learners in primary school? Assessing the role of CLIL intensity, extramural English, non-verbal intelligence and socioeconomic status	8
Puzzles in exploratory practice: The role of why questions	8
Understanding teachers’ perspectives: A qualitative study on non-specialist early foreign language teachers’ educational and curricular needs	8
The effects of proactive form-focused instruction and individual differences on second language acquisition	8
The effect of task-based peer interaction and pre-task instruction on young EFL learners’ explicit and implicit knowledge of past tense: An intervention study	8
Accuracy and response-time effects of structured input on the acquisition of English passive and active constructions: A self-paced reading study of native and non-native processing behaviours	8
Improving second language vocabulary learning and retention by leveraging memory enhancement techniques: A multidomain pedagogical approach	8
The influence of Exploratory Practice (EP): How a group of former Brazilian ELT teacher-learners perceive the value of EP years after graduation	8
Measuring the effects of repeated exposure to children’s graded readers	8
Reconciling opposites to reach compromise during ELT textbook development	8
A comparative analysis of language choices in written peer feedback provided by high- and low-proficiency Japanese EFL students	8
Pedagogic tasks in digital games: Effects of feedback conditions and individual characteristics on learning request-making	8
Motivational intensity and self-perceived Chinese language proficiency: A moderated mediation model of L2 enjoyment and boredom	8
Researching learners’ perceptions: The use of the repertory grid technique	7
Scaffolding student engagement with written corrective feedback: Transforming feedback sessions into learning affordances	7
How storytelling can work as a pedagogy to facilitate children’s English as a foreign language learning	7
Towards necessities and challenges of implementing translanguaging pedagogy in secondary EFL education in China	7
Self-determination mini-theories in second language learning: A systematic review of three decades of research	7
The relationships between EFL learners’ anxiety in oral presentations, self-perceived pronunciation, and speaking proficiency	7
Notes on Contributors	7
Collaborative learning between Chinese and international students in an English as a medium of instruction environment: Friend or foe?	7
Motivational languaging intervention for L2 learners: The differential effect of individual and group writing	7
Test preparation pedagogy for international study: Relating teacher cognition, instructional models and academic writing skills	7
Going beyond practicing English: Language alternation in an L2 book club’s Zoom meetings	7
Content knowledge attainment in English medium instruction: Does academic English literacy matter?	7
Greater complexity and higher efficiency: Effects of translanguaging during collaborative pre-task planning on EFL learners’ speaking performance	7
Relations between teacher–student relationship quality, emotional engagement, and writing performance	7
Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty	7
Notes on Contributors	7
Student teachers’ experience with improvisation activities for spontaneous speech practice in English	7
When big ideas meet critical thinking in lesson study: Insights from a pre-service language teacher education course	6
The contribution of guessing from context and dictionary use to receptive and productive vocabulary knowledge: A structural equation modeling approach	6
Effects of prior knowledge and reasoning demands on Chinese EFL writing performance	6
A systematic review of computer-mediated communications in Chinese as a foreign language from 2008 to 2022: Research contexts, theoretical foundations and methodology, affordances and limitations	6
Roles of ambiguity tolerance and learning effectiveness: Structural equation modeling evidence from EFL students’ perceptions of factors influencing peer collaboration	6
Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework	6
Whose English should be talked and taught? Views from international English teachers in Thai higher education	6
Balancing being a ‘good teacher’ and a ‘motivating teacher of English’: Analysing the sense of professional responsibility of pre-service EFL teachers	6
Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates	6
A retrodictive qualitative modeling study of complex and dynamic language learning motivation viewed as control, value and truth effectiveness	6
The role of teacher knowledge and practice in shaping EFL teachers’ glocal identity	6
An investigation into English majors’ self-regulated writing strategies in an online learning context	6
Investigating the effect of textual enhancement in post-reading tasks on grammatical development by child language learners	6
Fluency development in an EFL setting: A one-semester study	6
Analysing the use of particle verbs in German as a foreign language: Unproductive particle separation and a proposal for a data-driven learning intervention	6
L2 vocabulary learning in a mixed-proficiency community-engaged program: Designing vocabulary instruction for college students	6
To what extent are foreign language anxiety and foreign language enjoyment related to L2 fluency? An investigation of task-specific emotions and breakdown and speed fluency in an oral task	6
The effects of Processing Instruction on the acquisition and processing of grammatical gender in German	6
Parlez-vous francais? Effects of structure-based versus dynamic-usage-based approaches on oral proficiency	6
Task sequencing and L2 writing development: Exploring the SSARC model of pedagogic task sequencing	6
Unpacking the negative side-effects of directed motivational currents in L2: An interpretative phenomenological analysis	6
When we learn together: Teachers and students as co-practitioners of learning and living through exploratory practice	6
A hierarchical clustering analysis of classroom emotional profiles of Grade-4-to-5 EFL learners: Classroom emotions, motivation, family backgrounds, and proficiency development	6
Improvement of students’ self-directed learning readiness through problem-based English language learning in Korea	6
The effects of topic familiarity on emotionality and linguistic complexity in EAP writing	6
Family socioeconomic status and foreign language emotions: Moderation of teacher–student relationships	6

Foreign language learning boredom and enjoyment: The effects of learner variables and teacher variables	5
Teachers’ perceptions of linguistic mediation in the curriculum for advanced English in Madrid secondary schools	5
Examining EFL learners’ source text use in summary writing	5
Self-efficacy and professional development of Chinese language teachers in North Carolina secondary schools	5
‘Ignoring the elephant in the room’: (Under-)representation of impoliteness phenomenon in popular ELT textbooks	5
Students’ performance and English as a medium of instruction: Do students learn less?	5
EFL students’ profiles of English reading self-efficacy: Relations with reading enjoyment, engagement, and performance	5
Learning multiword items through dictation and dictogloss: How task performance predicts learning outcomes	5
The effectiveness of second-language listening strategy instruction: A meta-analysis	5
Developing a reading proficiency scale for US college-level CSL courses: A complement to the ACTFL guidelines	5
Integrating Chinese cultural elements in senior high school English textbooks: A comparative study	5
Teaching the pragmatics of English as an international language: A focus on pragmatic markers	5
Introvert EFL learners’ listening comprehension and metacognitive awareness: A mixed-method study	5
Notes on Contributors	5
English L2 vocabulary acquisition through storytelling for adolescents with and without learning disabilities	5
The foreign-accentedness, comprehensibility, and intelligibility of L2 Arabic speech	5
A situated examination of the complex dynamic nature of L2 listening in EMI	5
Notes on contributors	5
Model texts as a feedback instrument in second language writing: A systematic review	5
Fluency issues in L2 academic presentations: Linguistic, cognitive and psychological influences on pausing behaviour	5
Does writing words in notes contribute to vocabulary learning?	5
A poetic inquiry into a Japanese pre-service teacher’s English language learning trajectory: Pedagogical and methodological implications for teacher education	5
‘The wisdom of crowds’: When teacher judgments outperform word-frequency as a predictor of students’ vocabulary knowledge	5
Introduction: Combining learner psychology and ISLA research: Intersections in the classroom	5
L2 Vocabulary learning from reading: Effects of word-focused activity type, learner variables, and announcement	5
The role of modality and working memory capacity in L2 production	5
Shifting perceptions of inclusive practitioner research: Epistemological affordances of exploratory practice	5
Intentional and incidental vocabulary acquisition through multi-component storytelling: The case of German L2 primary school students	5
Exploring the relations among foreign language enjoyment, ideal L2 self, grit, and growth mindset in EFL learners: A cross-lagged analysis	5
Identity position and pedagogical agency negotiation in teaching EAP writing: A case study	5
K-12 content teachers designing language tasks: A follow-up to Erlam, 2016	5
Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China	5
Motivational profiles of EFL learners: A person-centered approach to uncovering gender differences	5
Implementation of task-based language teaching in a Spanish language program: Instructors’ and students’ perceptions	5
Exploring the interplay between EFL learners’ L2 writing boredom, writing motivation, and boredom coping strategies	5
How effective is task-based language teaching to enhance second language learning? A technical comment on Bryfonski and McKay (2019)	4
Predictors of second language willingness to communicate among US undergraduate students: Classroom social climate, emotions, and language mindset	4
Becoming a process drama practitioner: An exploratory study of higher education language teachers in Japan	4
The effects of teacher motivational practice on learner L2 achievement: A self-determination theory perspective using structural equation modeling	4
How do L2 English readers approach proper names?	4
Morphosyntactic inconsistency in cross-linguistic transfer: Pedagogical implications for teaching English questions to Chinese EFL learners	4
A serial mediation model testing associations between teacher–student relationship, resilience, autonomous learning and academic performance in the Chinese EFL context	4
Gender, critical pedagogy, and textbooks: Understanding teachers’ (lack of) mediation of the hidden curriculum in the EFL classroom	4
The auditory picture vocabulary test for English L2: A spoken receptive meaning-recognition test intended for Dutch-speaking L2 learners of English	4
What characteristics of recasts facilitate accurate perception when overheard by true beginners?	4
Exploring emotional support and engagement in adolescent EFL learning: The mediating role of emotion regulation strategies	4
Identity tensions of in-service teacher educators: A narrative inquiry	4
Disciplinary writing in EMI courses: Faculty beliefs and practices in the Korean higher education context	4
L2 anxiety, proficiency, and communication across the classroom, non-classroom, and digital settings: Insights from Ethiopian preparatory schools	4
Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and L2 student engagement	4
Investigating the effectiveness of augmented reality-enhanced instruction on EFL learners’ speaking in online flipped and face-to-face classes	4
Notes on Contributors	4
The effect of the model of contingent teaching on improving Iranian EFL learners’ essay writing	4
Japanese adolescents’ attitudes towards learning English: A perspective from the self-worth theory	4
Exploring factors affecting foreign language achievement: The role of growth mindset, self-efficacy, and L2 grit	4
Task modality and language-related episodes in young learners: An attempt to manage accuracy and editing	4
The continuation task and the model-as-feedback writing task in L2 vocabulary learning: Timing of model texts	4
Interactions between task complexity, task repetition, and task motivation in L2 writing	4
The impact of task guidance on incidental collocation learning from task-based reading	4
Maximizing the benefits of peer interaction: Form-focused instruction and peer feedback training	4
Professional development for science and engineering professors offering English-medium instruction	4
The effect of pre-task planning on computer-based second language writing	4
Challenging traditional gender roles in the Arab classroom through transaction with literature	4
Writing and publishing for inclusive practitioner research: Local practices and wider issues	3
Fostering pre-service teachers’ perceived ability to implement dialogic teaching in Turkey: Examining the contributing factors of an intensive short-term teacher education program from the teacher-lea	3
Multimodality in third turn repetitions: Evaluation, mitigation, and the pursuit of responses in a Korean-as-foreign-language classroom	3
Key principles for an integrated intercultural literary pedagogy: An educational design research project on arts integration for intercultural competence	3
EFL listening, pronunciation, and teachers’ accents in the present era: An investigation into pre- and in-service teachers’ cognition	3
The relative effects of direct and indirect written corrective feedback on L2 learning: The moderating role of field dependence/independence	3
The Effect of Input Flooding and Explicit Instruction on L2 Acquisition of English Inverse Scope	3
The effects of incidental focus on form on learning vocabulary, grammar, and pronunciation	3
Assessing L2 secondary student writing feedback literacy and its predictive effect on their L2 writing performance	3
The effects of web-based text structure strategy instruction on adult Chinese ELLs’ reading comprehension and reading strategy use	3
Effects of task complexity, task sequence, and interlocutor familiarity on Chinese EFL learners’ self-repair in synchronous online interaction	3
The impact of cognate strategy training on guessing accuracy for unknown visually-presented words: The case of Japanese learners of English	3
Borderland negotiations of personal–professional being and belonging: A duoethnography	3
A longitudinal examination of language learners’ group-level enjoyment and emotion regulation in online collaborative learning	3
Comparison of the context provision and imagination elicitation approaches to learning emotional vocabulary	3
Teachers’ voices on multimodal input for second or foreign language learning	3
Notes on Contributors	3
Addressing discourse differences in the writing of Russian engineering students and international researchers	3
Enhancing language learning with Blackboard: A study of Chinese postgraduate students in the UK	3
The pedagogical and socio-affective dimensions of identity tensions and teacher agency: Case studies of university English teachers teaching online	3
Preliminary evidence that applied cognitive linguistics is effective for novice learners regardless of their individual differences	3
Notes on contributors	3
Effects of text messaging using digital Pinyin input on literacy skills of elementary school Chinese immersion learners	3
‘English-only’ English medium instruction: Mixed views in Thai and Vietnamese higher education	3
Notes on Contributors	3
Providing vs. receiving peer feedback: Learners’ beliefs and experiences	3
Notes on Contributors	3
Faith or path? Profiling the motivations of multilingual Chinese as a foreign language teachers using Q methodology	3
Becoming teachers of emergent bilinguals: Navigating ideological and identity tensions	3
Enhancing dual language learners’ language learning through parent–teacher partnerships	3
Towards exploratory talk in secondary-school CLIL: An empirical study of the cognitive discourse function ‘explore’	3
Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains	3