Language Teaching Research

Article	Citations
L1 mediation in Chinese English learners’ mental lexicon: Evidence from word association tests	90
Student engagement with teacher oral feedback in EFL university classrooms	85
Notes on Contributors	80
Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education	60
Language exposure and English digital reading achievement in East Asia: Examining the role of students’ socioeconomic status	45
Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing	40
The effects of motivational dispositions on oral L2 task emotions and performance: A regulatory focus perspective	38
The relationships between spoken and written input beyond the classroom and young EFL learners’ proficiency	37
Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms	36
High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing	35
Dynamic positioning in identity development: Case studies of Chinese university English language teachers	33
Synchronous computer-mediated communication and task-based learning in the EFL classroom	32
EMI as a problem, a right or a resource: Exploring misalignments in stakeholders’ views at one university in Taiwan	31
The interplay between corrective feedback timing and foreign language anxiety in L2 development	31
Comparing different L3s and factors that affect motivation to learn LOTEs	30
Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study	30
Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom	28
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	27
Does writing words in notes contribute to vocabulary learning?	26
Fluency development in an EFL setting: A one-semester study	26
The effects of proactive form-focused instruction and individual differences on second language acquisition	25
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	24
Notes on contributors	24
Shifting perceptions of inclusive practitioner research: Epistemological affordances of exploratory practice	22
Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China	22

Exploring the relations among foreign language enjoyment, ideal L2 self, grit, and growth mindset in EFL learners: A cross-lagged analysis	21
L2 Vocabulary learning from reading: Effects of word-focused activity type, learner variables, and announcement	21
Self-efficacy and professional development of Chinese language teachers in North Carolina secondary schools	21
Going beyond practicing English: Language alternation in an L2 book club’s Zoom meetings	21
Model texts as a feedback instrument in second language writing: A systematic review	21
Fluency issues in L2 academic presentations: Linguistic, cognitive and psychological influences on pausing behaviour	21
The effect of the model of contingent teaching on improving Iranian EFL learners’ essay writing	20
Self-initiated foreign language listening outside class: A mixed-methods investigation of learners’ motivation and their perceptions through self-determination theory	19
Task modality and language-related episodes in young learners: An attempt to manage accuracy and editing	19
A phenomenographic study of engineering students’ conceptions of learning English as a foreign language	17
Debate as a pedagogical tool for developing speaking skills in second language education	17
Examining the perceptions and self-reported practices of L2 teachers in China regarding oral fluency: A conceptual replication and extension	17
A serial mediation model testing associations between teacher–student relationship, resilience, autonomous learning and academic performance in the Chinese EFL context	17
Can willingness to communicate, communication in English anxiety, behavioural inhibition and behavioural action predict perceived L2 fluency?	16
Robotics and Weblog integration into EFL curriculum of middle and secondary schools: Exploratory study	16
Enhancing intercultural communication skills: The impact of drama in Chinese language teaching	16
Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement	16
The differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge	15
Exploring Chinese higher vocational college teachers’ perceptions of reading and teaching reading in English	15
Potential influence of extensive reading on controlled productive vocabulary	15
Exploring student engagement in task-based and communicative language classrooms	15
Effect of L2 exposure, length of study, and L2 proficiency on EFL learners’ receptive knowledge of form–meaning connection and collocations of high-frequency words	14
Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure	14
Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension	14
Qualitative research synthesis of project-based (language) learning and teaching in East and Southeast Asia: 2002–24	14
‘May I do something for you?’: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning	14
A major change for ESP for nursing: Pivoting towards discourse through a new course design with communicative engagement as a focal concept	14
Enhancing student writing with do-it-yourself corpora on a PhD pre-sessional programme	14
Evaluating a task-based language teaching course for low-proficiency learners in ESP classrooms in Japan	13
The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English	13
Reading ability and challenges in a project-based academic report writing course: A test of the threshold hypothesis	13
Constructing and validating the teaching strategies for alleviating Chinese EFL graduate students’ foreign language anxiety	13
Notes on Contributors	12
The pedagogical content knowledge of two novice Chinese early childhood EFL teachers	12
Deliberate training and incidental learning through the Autobiography of Intercultural Encounters through Visual Media: Capitalising on a European tool to enhance visual literacy and intercultu	12
Role-based interaction analysis for FLL: A sociocognitive UBL perspective	12
Teaching second language pragmatics in the current era of globalization: An introduction	12
Learning foreign languages: pedagogical tools, emotional understanding and parents’ discourse	12
Discourses of writing and learning to write in L2 writing curriculum in Chinese universities	12
Advancing language education: Insights into teacher cognition, learner engagement, and skill development	12
Implications of dispositions for foreign language writing: The case of the Arabic–English learner	11
Longitudinal videoconferencing and confidence development: The impact of perceived interlocutor cultural depth, richness, and self-involvement	11
Language learners’ stereotypical representations of France: Insights for teaching French as L3 with implications for minority foreign language crisis in China	11
Positive psychology in action: Exploring the role of altruistic teaching in enhancing English reading comprehension among L2 learners	11
Fluency development through freewriting and transfer to other more structured tasks	11
Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices	11
The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach	11
Comparing the effectiveness of verb-focused and particle-focused exercise formats on the recall and recognition of phrasal verbs	11
The effects of a cognitive linguistic approach on college students’ learning English tenses in Taiwan	11
Learners’ behavioral engagement and performance on linguistically difficult L2 reading tasks: The effects of effort feedback, self-efficacy, and attributions	11

Designing for diversity in Aotearoa / New Zealand Chinese language classrooms	11
The impact of textual enhancement and frequency manipulation on incidental learning of collocations from reading	11
Erratum to Finding success with pedagogical innovation: A case from CSL teachers’ experiences with TBLT	11
The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective	11
L2 learners’ mindfulness in relation to their memorization/learning of L2 phrasal verbs	11
LexPro: A plurilingual lexical profiling tool to assist teachers and researchers in analysing vocabulary of L2 input	11
Notes on Contributors	10
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	10
Structured instructional design for integrated language skill development: College students’ perspectives on collaborative reading-to-write activities using a cloud-based tool	10
A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary	10
The limited effects of visual and audio modalities on second language listening comprehension	10
A study of the effect of multimodal input on vocabulary acquisition: Evidence from online Chinese language learners	10
Unraveling the interplay between social-emotional need satisfaction and self-regulated learning: Longitudinal evidence from university students in China’s EMI programs	10
Exploring English language teachers’ beliefs about future readiness: Developing pedagogical practices for the 21st century	10
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	10
Practicing to sing in chorus: Challenges and opportunities of collaborative inquiry-based learning in an Iranian EFL secondary school context	9
Debate pedagogy as a conducive environment for L2 argumentative essay writing	9
Statistical learning of L2 lexical bundles through unimodal, bimodal, and multimodal stimuli	9
Translating Willingness to Communicate into Learner Talk in a Chinese as a Foreign Language (CFL) Classroom	9
To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens	9
Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain	9
A Q method study on Turkish EFL learners’ perspectives on the use of AI tools for writing: Benefits, concerns, and ethics	9
Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom	9
Parental involvement and children’s L2 learning motivation and engagement: A person-centered approach	9
EFL students’ profiles of English reading self-efficacy: Relations with reading enjoyment, engagement, and performance	8
Student teachers’ experience with improvisation activities for spontaneous speech practice in English	8
Collaborative learning between Chinese and international students in an English as a medium of instruction environment: Friend or foe?	8
Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty	8
Analysing the use of particle verbs in German as a foreign language: Unproductive particle separation and a proposal for a data-driven learning intervention	8
Whose English should be talked and taught? Views from international English teachers in Thai higher education	8
Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework	8
The role of teacher knowledge and practice in shaping EFL teachers’ glocal identity	8
Notes on Contributors	8
Notes on Contributors	8
Scaffolding student engagement with written corrective feedback: Transforming feedback sessions into learning affordances	8
Generalizing linguistic patterns through data-driven learning: A study of the dative alternation in Japanese learners of English	8
A comparative analysis of language choices in written peer feedback provided by high- and low-proficiency Japanese EFL students	8
Developing a reading proficiency scale for US college-level CSL courses: A complement to the ACTFL guidelines	8
Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates	8
Japanese adolescents’ attitudes towards learning English: A perspective from the self-worth theory	8
Intentional and incidental vocabulary acquisition through multi-component storytelling: The case of German L2 primary school students	8
Content knowledge attainment in English medium instruction: Does academic English literacy matter?	8
Motivational profiles of EFL learners: A person-centered approach to uncovering gender differences	8
English L2 vocabulary acquisition through storytelling for adolescents with and without learning disabilities	8
Addressing discourse differences in the writing of Russian engineering students and international researchers	7
Faith or path? Profiling the motivations of multilingual Chinese as a foreign language teachers using Q methodology	7
The effects of incidental focus on form on learning vocabulary, grammar, and pronunciation	7
Effects of text messaging using digital Pinyin input on literacy skills of elementary school Chinese immersion learners	7
Impact of exercise format and repetition on learning verb–noun collocations	7
Becoming teachers of emergent bilinguals: Navigating ideological and identity tensions	7
The auditory picture vocabulary test for English L2: A spoken receptive meaning-recognition test intended for Dutch-speaking L2 learners of English	7
The impact of cognate strategy training on guessing accuracy for unknown visually-presented words: The case of Japanese learners of English	7
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	7
How effective is task-based language teaching to enhance second language learning? A technical comment on Bryfonski and McKay (2019)	7
How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation	7
Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom	6
Notes on Contributors	6
Classroom environment and engagement in the EFL writing context: The mediating role of goal orientations	6
Effect of pedagogic intervention in enhancing speech fluency by EFL students: A longitudinal study	6
L2 learners’ pragmatic output in a face-to-face vs. a computer-guided role-play task: Implications for TBLT	6
Creating and evaluating corpus-informed word lists for adolescent, beginner-to-low-intermediate learners of French, German, and Spanish	6
EFL learners’ lexical availability: Effect of L1 background and prompt	6
Online writing instruction: Understanding university EFL instructors’ beliefs and practices as a complex system	6
A structural relationship model for L2 oral proficiency, L2 interest, perceived importance of speaking, and out-of-class L2 contact	6
The effect of positive emotion on foreign language teacher engagement and well-being: A cross-cultural comparison	6
The pedagogical and socio-affective dimensions of identity tensions and teacher agency: Case studies of university English teachers teaching online	6
Epilogue: Intercultural dialogue, the arts, and (im)possibilities	6
Moving beyond native-speakerism through identity-based teacher education: The roles of positioning and agency	6
Lacking bridges and apprehensive tensions: The impact of emotions and contextual factors on German L3 teachers’ perceptions and grammar teaching practices	6
Music as a Medium of Instruction (MMI): A new pedagogical approach to English language teaching for students with and without music training	6
Teacher as creator: Orchestrating the learning environment to promote learner development	6
Engagement with written corrective feedback: Examination of feedback types and think-aloud protocol as pedagogical interventions	6
Does engagement with feedback matter? Unveiling the impact of learner engagement and grit on EFL learners’ English writing achievements	6
Developing and validating an L2 writing willingness to communicate scale: A sequential embedded mixed-methods approach	6
The perceived usefulness of pedagogical genres in EMI settings: A learner-informed comparative analysis of Engineering and Economics courses	5
Motivation and anxiety in Chinese EFL students’ listening process: An idiodynamic approach	5
Learning specialized vocabulary in the second language: Does transfer from the first language help?	5
Longitudinal study of Spanish vowel acquisition by Australian students	5
Learner agency and potential for creativity in writing task design and Chinese EFL students’ flow experiences in writing: A contextual perspective	5
A self-regulation perspective on L2 grit development and its impact on language achievement	5

Language learning activities in the Spanish L2 classroom related to a task-based framework: What types are the most commonly occurring according to Swedish learners?	5
Textbook authors’ perspectives on selecting and instructing Chinese characters and words in beginner and intermediate textbooks	5
Introducing a new protagonist in L2 Chinese narratives: Syntactic construction and information organization	5
Task repetition and corrective feedback via models and direct corrections among young EFL writers: Draft quality and task motivation	5
Effectiveness of interventions on improving English language learners’ intelligibility and comprehensibility: A meta-analytic review	5
The effects of flipped classroom approach in EFL teaching: Can we strategically use the flipped method to acquire communicative competence?	5
Task repetition versus task rehearsal: Understanding effects of task-readiness factors and elemental genres on L2 writing task performance	5
Modelling the effects of the reading medium on L2 Spanish reading emotions: The moderating role of individual difference variables	5
Investigating the potential of changing the smartphone system language to L2 for facilitating vocabulary learning and motivation	5
Meta-analysis to estimate the relative effectiveness of TBLT programs: Are we there yet?	5
Exposure or age? The effect of additional CLIL instruction on young learners’ grammatical complexity while performing an oral task	5
First-year writing in the humanities and social sciences: Requirements, expectations, and perceived weaknesses	5
Notes on contributors	5
Applying intelligent personal assistants to develop fluency and comprehensibility, and reduce accentedness in EFL learners: an empirical study of Google Assistant	5
The effects of task complexity and task repetition on sense-aware frequency-based lexical sophistication indices in L2 writing	5
Online journaling and language learning in intensive summer study abroad programs	5
Measuring listening and speaking self-efficacy in EFL contexts: The development of the Communicative SE Questionnaire	5
Effectiveness of written corrective feedback in developing L2 accuracy: A Bayesian meta-analysis	5
Emotional intelligence and second/foreign language achievement: A meta-analytic review	5
Chinese as a foreign language (CFL) teachers’ pedagogical content knowledge in teaching Chinese pronunciation	5
The role of diagnostic writing assessment in promoting Chinese EFL students’ learning autonomy: An action research study	5
Exploring learner engagement with languages (LX) within and beyond the English classroom	5
The structural relationships among L2 motivation, out-of-class informal learning, and oral proficiency: A multiple-group structural equation modeling study	5
Exploring Hungarian secondary school English teachers’ beliefs about differentiated instruction	5
Use of the L1 and L2 in strategic planning and rehearsal for task performances in an online classroom	5
A mixed methods approach to exploring grammar learning strategies in self-regulation task phases: Evidence from grounded theory and regression analysis	5
Effects of teacher intervention and type of peer feedback on student writing revision	5
Empowering critical digital literacy in EFL: Teachers’ evaluation of didactic materials involving the recognition of presupposed information	4
Examining EFL learners’ source text use in summary writing	4
The role of modality and working memory capacity in L2 production	4
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	4
Teachers’ cognition and classroom implementation of tasks in task-supported language teaching (TSLT)	4
A posthumanist orientation and cross-national, online bilingual digital storytelling	4
Why motivated learners might not engage in language learning: An exploratory interview study of language learners and teachers	4
Communication and the student experience in the time of Covid-19: An autoethnography	4
The influence of Exploratory Practice (EP): How a group of former Brazilian ELT teacher-learners perceive the value of EP years after graduation	4
Greater complexity and higher efficiency: Effects of translanguaging during collaborative pre-task planning on EFL learners’ speaking performance	4
The lexical profile of online graded reading materials in English language teaching: A corpus-based study	4
Introduction: Arts integration and community engagement for intercultural dialogue through language education	4
Notes on Contributors	4
Unpacking the negative side-effects of directed motivational currents in L2: An interpretative phenomenological analysis	4
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	4
An investigation into English majors’ self-regulated writing strategies in an online learning context	4
‘This is a Chinese vegetable’: Language socialization in dinner table conversations of Chinese immigrant families in the U.S.	4
Achievement goals, emotions and willingness to communicate in EFL learning: Combining variable- and person-centered approaches	4
The associations between individual differences in language aptitude and working memory, and the effectiveness of input and output based instruction	4
Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices	4
L2 vocabulary learning in a mixed-proficiency community-engaged program: Designing vocabulary instruction for college students	4
Developing crosslinguistic awareness through plurilingual consciousness-raising tasks	4
Embodied enactment of a hypothetical scenario in an English medium instruction secondary mathematics classroom: A translanguaging approach	4
Exploring the silence of Japanese EFL learners: Its relationship with the degree of willingness to communicate (WTC)	4
Notes on Contributors	4
Notes on contributors	4
‘Are we really back to normal?’: A qualitative study on language teachers’ teaching practices during the post-COVID-19 era	4
Towards necessities and challenges of implementing translanguaging pedagogy in secondary EFL education in China	4
Improving second language vocabulary learning and retention by leveraging memory enhancement techniques: A multidomain pedagogical approach	4
Notes on Contributors	4
Post-beginner L2-learner knowledge of ultra-frequent English words	4
EFL learners’ versus instructors’ attributions of success and failure factors: A complexity theory perspective	4
Teachers’ practices of proactive and reactive classroom management strategies and the relationship to their self-efficacy	4
The impact of altruism on the emotions and English summary writing skills of L2 learners: An intervention study in light of positive psychology	4
Students’ performance and English as a medium of instruction: Do students learn less?	4
Differing conceptions of a teaching approach in the activity system of a Japanese university language center	4
Teaching the pragmatics of English as an international language: A focus on pragmatic markers	4
Teaching methods emphasizing phonological forms enhance L2 vocabulary learning	3
Empowering EFL learners through cognitive apprenticeship: A pathway to success in IELTS speaking proficiency	3
Exploring an intervention in teacher professional development in critical literacy practices for in-service teachers: A case study in a Lebanese private school	3
Pre-service English language teachers’ perceptions and motivation towards technology use in online education	3
‘That was crazy’: Confronting monolingual ideologies and courting translanguaging in international telecollaboration	3
Exploring the professional teacher identity as ethical self-formation of two multilingual native English teachers	3
Improving EFL students’ stance-taking in academic writing with SFL-based instruction: A qualitative inquiry	3
The effects of two methods of on-line planning on L2 task-based speaking performance and strategy use	3
Examining EFL learners’ comprehension of derivational forms: The role of overlap with base word knowledge, word frequency, and contextual support	3
Relationship among critical thinking, multiple intelligence, and Iranian EFL learners’ speaking skill	3
Some language learners don’t want help: Self-efficacy and teacher support in primary school foreign language classrooms	3
Teaching to the test in the English language classroom: Development and validation of a measurement instrument	3
Identity tensions of in-service teacher educators: A narrative inquiry	3
How do L2 English readers approach proper names?	3
Understanding EFL teachers’ wellbeing: An activity theoretic perspective	3
Multiple perspectives of stakeholders towards young learners’ language assessment in an international school in Malaysia	3
Competitive psychological climate and foreign language anxiety in junior high school learners in China: Roles of control-value appraisals, and cognitive reappraisal	3
Socio-material assemblages: (De)colonizing literacy curriculum in transnational education	3
The interplay of task repetition and task rehearsal in L2 written production across varied proficiency levels	3
Discursive positioning in heritage – second language learner interaction: A case study of the dynamic construction of linguistic expertise	3
Tapping into teacher feedback in digital storytelling: Learning outcomes, emotions, and perceptions	3
Peer assessment in EFL teacher preparation: A longitudinal study of student perception	3
Borderland negotiations of personal–professional being and belonging: A duoethnography	3
Effects of task complexity, task sequence, and interlocutor familiarity on Chinese EFL learners’ self-repair in synchronous online interaction	3
Students’ display of willingness to participate in an extensive reading book club	3
Teaching humorous irony to L2 and heritage speakers of Spanish	3
Salience in EFL speakers’ perceptions of formality: (In)formal greetings and address forms combined with (in)formal nouns, verbs, and adjectives	3
Language teachers’ identity tensions and professional practice in intercultural teaching	3
Emotion, motivation and willingness to communicate in the language learning experience: A comparative case study of two adult ESOL learners	3
How does repetition affect vocabulary learning through listening to the teacher’s explicit instruction? The moderating role of listening proficiency and preexisting vocabulary knowledge	3
Language learning strategies used by EFL students: Does their digital fluency matter?	3