Language Teaching Research

Article	Citations
Language exposure and English digital reading achievement in East Asia: Examining the role of students’ socioeconomic status	125
Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study	110
Notes on Contributors	82
Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom	72
Student engagement with teacher oral feedback in EFL university classrooms	66
Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing	59
EMI as a problem, a right or a resource: Exploring misalignments in stakeholders’ views at one university in Taiwan	48
Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education	48
Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms	44
Dynamic positioning in identity development: Case studies of Chinese university English language teachers	39
The relationships between spoken and written input beyond the classroom and young EFL learners’ proficiency	38
Navigating pronunciation instruction in Japan and South Korea: Insights from Spanish and Portuguese teaching and learning	37
Unraveling the effects of task type and proficiency level on second language learner engagement	37
A comparative study of Spanish discourse marker use among Chinese learners: associations with language proficiency and study abroad experience	37
Synchronous computer-mediated communication and task-based learning in the EFL classroom	35
The effects of motivational dispositions on oral L2 task emotions and performance: A regulatory focus perspective	34
High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing	33
Comparing different L3s and factors that affect motivation to learn LOTEs	31
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	30
The interplay between corrective feedback timing and foreign language anxiety in L2 development	28
Notes on contributors	28
Exploring the relationship between mindfulness and second language writing anxiety in the Bangladeshi EFL context, considering gender and proficiency level	26
Conceptualizing and enhancing student engagement through technology: Perspectives from foreign language teachers in Estonia	26
Noticing, models, written recasts, the sociocognitive-transformative approach, and EFL writing: Complexity, accuracy, and fluency	26
Self-efficacy and professional development of Chinese language teachers in North Carolina secondary schools	24

Shifting perceptions of inclusive practitioner research: Epistemological affordances of exploratory practice	23
Fluency issues in L2 academic presentations: Linguistic, cognitive and psychological influences on pausing behaviour	22
Behind the mask: Using a drama-based English-as-a-foreign-language program to explore and develop second-language identity and motivation in a Japanese undergraduate context	22
Going beyond practicing English: Language alternation in an L2 book club’s Zoom meetings	22
The interplay between foreign language enjoyment and willingness to communicate among tertiary CSL learners: The mediating roles of growth language mindset and classroom environment	22
L2 Vocabulary learning from reading: Effects of word-focused activity type, learner variables, and announcement	22
Exploring the relations among foreign language enjoyment, ideal L2 self, grit, and growth mindset in EFL learners: A cross-lagged analysis	21
Self-initiated foreign language listening outside class: A mixed-methods investigation of learners’ motivation and their perceptions through self-determination theory	21
The effect of the model of contingent teaching on improving Iranian EFL learners’ essay writing	21
The effects of personal experience narrative writing on EFL learners’ narrative competence development	21
Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China	21
Model texts as a feedback instrument in second language writing: A systematic review	21
How do first-language in-text repeated glosses in second-language reading influence novel words processing and learning outcomes beyond effects of occurrence frequency?	21
Effects of using data-driven and generative AI-assisted instructions on learning multiword constructions in written academic English	20
A sociocultural analysis of teacher language assessment literacy development: Stories from a novice Vietnamese English-as-a-foreign-language teacher	20
Mobile-assisted seamless Chinese vocabulary learning: learners’ perspectives on lexical variety, engagement, and challenges	19
Exploring the roles of language aptitude and L2 grit in L2 achievement: Mediation of foreign language learning boredom	19
A phenomenographic study of engineering students’ conceptions of learning English as a foreign language	18
A serial mediation model testing associations between teacher–student relationship, resilience, autonomous learning and academic performance in the Chinese EFL context	18
Potential influence of extensive reading on controlled productive vocabulary	17
Examining the perceptions and self-reported practices of L2 teachers in China regarding oral fluency: A conceptual replication and extension	17
‘My speech becomes just a voice, a picture’: Exploring language anxiety in Chinese as a second language learning in online environments	17
Robotics and Weblog integration into EFL curriculum of middle and secondary schools: Exploratory study	16
Exploring Chinese higher vocational college teachers’ perceptions of reading and teaching reading in English	16
Corrigendum to “Working memory, L2 proficiency, and L2 speech performance across different task types”	16
Enhancing intercultural communication skills: The impact of drama in Chinese language teaching	15
The differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge	15
Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement	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	15
Emotional incongruence enhances English vocabulary acquisition from instructional videos	14
The impact of graded readers on Kazakh language acquisition: Quasi-experimental evidence	14
Constructing and validating the teaching strategies for alleviating Chinese EFL graduate students’ foreign language anxiety	14
Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension	14
Exploring student engagement in task-based and communicative language classrooms	14
Qualitative research synthesis of project-based (language) learning and teaching in East and Southeast Asia: 2002–24	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
Notes on Contributors	14
Language teacher stress and growth during trauma throughout the COVID-19 pandemic: The mediating roles of resilience and well-being	14
Beyond the interface: Supporting beginner-level CEFR mediation and learner autonomy with ChatGPT	13
Effect of L2 motivation on use behavior of translation technologies among English-related majors: Mediating effects of performance expectancy and L2 grit	13
Exploring teacher mediation and learner responsiveness in small-group online dynamic assessment for L2 academic writing development	13
When ChatGPT gets it wrong: investigating third position repair by L2 learners at varying proficiency levels	13
Discourses of writing and learning to write in L2 writing curriculum in Chinese universities	13
Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure	12
Exploring the effect of metaphor awareness-raising instruction on L2 learners’ acquisition of requests: Application of computer-animated production tasks for evaluation	12
Evaluating a task-based language teaching course for low-proficiency learners in ESP classrooms in Japan	12
Advancing language education: Insights into teacher cognition, learner engagement, and skill development	12
The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English	12
Reading ability and challenges in a project-based academic report writing course: A test of the threshold hypothesis	12

L2 learners’ mindfulness in relation to their memorization/learning of L2 phrasal verbs	12
Learners’ behavioral engagement and performance on linguistically difficult L2 reading tasks: The effects of effort feedback, self-efficacy, and attributions	11
A latent profile analysis of self-regulated reading-to-write and writing strategies, and their relations to motivation and achievement	11
Implications of dispositions for foreign language writing: The case of the Arabic–English learner	11
The pedagogical content knowledge of two novice Chinese early childhood EFL teachers	11
LexPro: A plurilingual lexical profiling tool to assist teachers and researchers in analysing vocabulary of L2 input	11
Positive psychology in action: Exploring the role of altruistic teaching in enhancing English reading comprehension among L2 learners	11
Can linguistic landscape enhance students’ foreign language enjoyment and learning through self-efficacy? Moderating role of language policy	11
The impact of textual enhancement and frequency manipulation on incidental learning of collocations from reading	11
Language learners’ stereotypical representations of France: Insights for teaching French as L3 with implications for minority foreign language crisis in China	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
Preservice English language teacher self-efficacy in Türkiye: A cross-sectional analysis	10
Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices	10
Sequence makes a difference: Effects of differential blended instructions on English word stress identification by Chinese teenager learners	10
Asynchronous multiple interpretation (AMI): Expanding temporal dimensions in qualitative data analysis	10
The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective	10
Translating Willingness to Communicate into Learner Talk in a Chinese as a Foreign Language (CFL) Classroom	10
The effects of a cognitive linguistic approach on college students’ learning English tenses in Taiwan	10
Comparing the effectiveness of verb-focused and particle-focused exercise formats on the recall and recognition of phrasal verbs	10
Exploring the use of GenAI in model texts as a feedback instrument: L2 students’ practice and perceptions	10
Notes on Contributors	10
Less is more: Developing and validating the short scale for investigating L2 boredom beyond the classroom	10
Integrated feedback as networked activity: A systematic review of multi-source feedback in ESL/EFL writing through an activity theory lens	10
Designing for diversity in Aotearoa / New Zealand Chinese language classrooms	10
The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach	10
Longitudinal videoconferencing and confidence development: The impact of perceived interlocutor cultural depth, richness, and self-involvement	10
An optimality-theoretic analysis of Iraqi EFL students’ production of English plural forms	9
Feedback explicitness, working memory, and explicit knowledge in online classroom-based second language Mandarin tone learning	9
Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom	9
A Q method study on Turkish EFL learners’ perspectives on the use of AI tools for writing: Benefits, concerns, and ethics	9
Structured instructional design for integrated language skill development: College students’ perspectives on collaborative reading-to-write activities using a cloud-based tool	9
Unraveling the interplay between social-emotional need satisfaction and self-regulated learning: Longitudinal evidence from university students in China’s EMI programs	9
The impact of the production-oriented approach on L2 Motivational Self System and academic achievement among Chinese English majors	9
Parental involvement and children’s L2 learning motivation and engagement: A person-centered approach	9
Practicing to sing in chorus: Challenges and opportunities of collaborative inquiry-based learning in an Iranian EFL secondary school context	9
Exploring English language teachers’ beliefs about future readiness: Developing pedagogical practices for the 21st century	9
Integrating digital tools in task design: Insights from primary school EFL teachers	9
Language mixing as a pedagogical tool for language learning: a methods development guide	8
A study of the effect of multimodal input on vocabulary acquisition: Evidence from online Chinese language learners	8
To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens	8
Developing a reading proficiency scale for US college-level CSL courses: A complement to the ACTFL guidelines	8
EFL students’ profiles of English reading self-efficacy: Relations with reading enjoyment, engagement, and performance	8
Statistical learning of L2 lexical bundles through unimodal, bimodal, and multimodal stimuli	8
Debate pedagogy as a conducive environment for L2 argumentative essay writing	8
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	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
Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework	8
A third-wave positive psychology approach to language teachers’ self-efficacy, self-concept, and motivation	8
Notes on Contributors	8
The limited effects of visual and audio modalities on second language listening comprehension	8
Whose English should be talked and taught? Views from international English teachers in Thai higher education	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
Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates	7
English L2 vocabulary acquisition through storytelling for adolescents with and without learning disabilities	7
Addressing discourse differences in the writing of Russian engineering students and international researchers	7
How effective is task-based language teaching to enhance second language learning? A technical comment on Bryfonski and McKay (2019)	7
The pedagogical and socio-affective dimensions of identity tensions and teacher agency: Case studies of university English teachers teaching online	7
Exploring EFL learners’ emotions: A comparative study of cooperative podcast creation and general language learning	7
Notes on Contributors	7
Learner perceptions of multiculturalism in English language classrooms: A novel ecological framework	7
Effects of text messaging using digital Pinyin input on literacy skills of elementary school Chinese immersion learners	7
Foreign language teaching anxiety between pre-service and in-service English teachers: A psychological network analysis	7
Distributional patterns and functional characteristics of multiword units: a comparative analysis of reading and listening input in Chinese university EFL textbooks	7
English-medium instruction (EMI) teachers’ engagement with assessment in higher education: An ethnographic case study	7
The role of teacher knowledge and practice in shaping EFL teachers’ glocal identity	7
Content knowledge attainment in English medium instruction: Does academic English literacy matter?	7
Motivational profiles of EFL learners: A person-centered approach to uncovering gender differences	7
Demystifying positive second language writing experience: The role of writing self-efficacy and motivational dynamics	7
Faith or path? Profiling the motivations of multilingual Chinese as a foreign language teachers using Q methodology	7
The auditory picture vocabulary test for English L2: A spoken receptive meaning-recognition test intended for Dutch-speaking L2 learners of English	7
Retraction Notice: “An ecological exploration of the intersection between English language teachers’ agency and social justice instruction”	6
A tale of two studies: How language proficiency and learner dispositions in online learning shape EMI academic success before, during, and after the pandemic	6
Translanguaging through performance: Comparative repetition pedagogy in Arabic–English university EFL classrooms	6
Teacher as creator: Orchestrating the learning environment to promote learner development	6
Effectiveness of a combined intervention using prior knowledge strategies to improve reading comprehension in Grade 2 deaf and hard-of-hearing students whose first language is Saudi sign language	6
Does engagement with feedback matter? Unveiling the impact of learner engagement and grit on EFL learners’ English writing achievements	6
The impact of cognate strategy training on guessing accuracy for unknown visually-presented words: The case of Japanese learners of English	6
L2 learners’ pragmatic output in a face-to-face vs. a computer-guided role-play task: Implications for TBLT	6
Notes on Contributors	6

Enhancing Korean as a foreign language learning through a mobile-assisted blended course: A triarchic and motivational perspective	6
Becoming teachers of emergent bilinguals: Navigating ideological and identity tensions	6
Can teacher feedback dispel the shadow of test anxiety over English achievement? The Dual-Mode Hypothesis	6
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	6
How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation	6
EFL learners’ lexical availability: Effect of L1 background and prompt	6
Lacking bridges and apprehensive tensions: The impact of emotions and contextual factors on German L3 teachers’ perceptions and grammar teaching practices	6
The effects of incidental focus on form on learning vocabulary, grammar, and pronunciation	6
The effect of positive emotion on foreign language teacher engagement and well-being: A cross-cultural comparison	5
Music as a Medium of Instruction (MMI): A new pedagogical approach to English language teaching for students with and without music training	5
Teaching, learning, and teacher development	5
Moving beyond native-speakerism through identity-based teacher education: The roles of positioning and agency	5
Negotiating agency and emotional wellbeing in AI-infused ELT practicum: A qualitative study of pre-service teachers’ lived experiences	5
Can grit be perceived and regulated? A mixed-methods exploration of English learners’ metacognitive awareness of grit and its impact on achievement and self-efficacy	5
Effectiveness of interventions on improving English language learners’ intelligibility and comprehensibility: A meta-analytic review	5
Creating and evaluating corpus-informed word lists for adolescent, beginner-to-low-intermediate learners of French, German, and Spanish	5
Automated detection of machine translation use in L2 Spanish writing	5
Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom	5
Measuring listening and speaking self-efficacy in EFL contexts: The development of the Communicative SE Questionnaire	5
Teacher feedback beliefs and practices in Cambodian EFL classrooms: grammar first or student first?	5
First-year writing in the humanities and social sciences: Requirements, expectations, and perceived weaknesses	5
Cultivating the linguistic garden: Exploring the pedagogical approaches and challenges in teaching Maltese as a second language to international adults	5
The effects of task complexity and task repetition on sense-aware frequency-based lexical sophistication indices in L2 writing	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
Bridging the research–pedagogy gap: ESL teachers’ beliefs about L2 fluency and fluency-enhancing classroom practices	5
Engagement with written corrective feedback: Examination of feedback types and think-aloud protocol as pedagogical interventions	5
Developing and validating an L2 writing willingness to communicate scale: A sequential embedded mixed-methods approach	5
Effect of pedagogic intervention in enhancing speech fluency by EFL students: A longitudinal study	5
Working memory, L2 proficiency, and L2 speech performance across different task types	5
Classroom environment and engagement in the EFL writing context: The mediating role of goal orientations	5
The perceived usefulness of pedagogical genres in EMI settings: A learner-informed comparative analysis of Engineering and Economics courses	5
EFL Learners’ behavioral engagement with teacher written corrective feedback: The effect of patterns of dyadic interaction	5
Online writing instruction: Understanding university EFL instructors’ beliefs and practices as a complex system	5
Effectiveness of written corrective feedback in developing L2 accuracy: A Bayesian meta-analysis	4
AI chatbot-assisted vocabulary learning: Relationships with self-regulation, motivation, and performance among Chinese private college students	4
The structural relationships among L2 motivation, out-of-class informal learning, and oral proficiency: A multiple-group structural equation modeling study	4
Exposure or age? The effect of additional CLIL instruction on young learners’ grammatical complexity while performing an oral task	4
Learning specialized vocabulary in the second language: Does transfer from the first language help?	4
Constructing professional identity as novice TESOL teachers in a Gulf state	4
Longitudinal study of Spanish vowel acquisition by Australian students	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
The role of diagnostic writing assessment in promoting Chinese EFL students’ learning autonomy: An action research study	4
The associations between individual differences in language aptitude and working memory, and the effectiveness of input and output based instruction	4
Culture clash chronicles: Unveiling language learners' intercultural competence through critical incident tasks	4
Development and validation of the Short-Form Foreign Language Classroom Boredom Scale (S-FLCBS)	4
Task repetition versus task rehearsal: Understanding effects of task-readiness factors and elemental genres on L2 writing task performance	4
Exploring Hungarian secondary school English teachers’ beliefs about differentiated instruction	4
Motivation and anxiety in Chinese EFL students’ listening process: An idiodynamic approach	4
Emotional intelligence and second/foreign language achievement: A meta-analytic review	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
Achievement goals, emotions and willingness to communicate in EFL learning: Combining variable- and person-centered approaches	4
Talk, tech, and transformation: accountable discourse and generative AI in East Asian EMI classrooms	4
Online second language learner engagement: A systematic review of conceptual frameworks, research methods, and key findings	4
Chinese as a foreign language (CFL) teachers’ pedagogical content knowledge in teaching Chinese pronunciation	4
Navigating the remote language classroom: Exploring teacher adaptation and student outcomes during COVID-19	4
Investigating the potential of changing the smartphone system language to L2 for facilitating vocabulary learning and motivation	4
EFL learners’ versus instructors’ attributions of success and failure factors: A complexity theory perspective	4
Introducing a new protagonist in L2 Chinese narratives: Syntactic construction and information organization	4
Can ChatGPT score ESL writing? A correlation analysis between teacher and GenAI scores	4
Exploring learner engagement with languages (LX) within and beyond the English classroom	4
Applying intelligent personal assistants to develop fluency and comprehensibility, and reduce accentedness in EFL learners: an empirical study of Google Assistant	4
Perceived autonomy support and structure in predicting students’ academic emotions during second language learning: The mediating role of self-efficacy	4
Meta-analysis to estimate the relative effectiveness of TBLT programs: Are we there yet?	4
A self-regulation perspective on L2 grit development and its impact on language achievement	4
‘Are we really back to normal?’: A qualitative study on language teachers’ teaching practices during the post-COVID-19 era	4
A posthumanist orientation and cross-national, online bilingual digital storytelling	4
Teachers’ cognition and classroom implementation of tasks in task-supported language teaching (TSLT)	4
How language proficiency and peer familiarity shape engagement with feedback in English as a Foreign Language writing	4
Why motivated learners might not engage in language learning: An exploratory interview study of language learners and teachers	4
Modelling the effects of the reading medium on L2 Spanish reading emotions: The moderating role of individual difference variables	4
Post-beginner L2-learner knowledge of ultra-frequent English words	4
Textbook authors’ perspectives on selecting and instructing Chinese characters and words in beginner and intermediate textbooks	4
Notes on contributors	4
Learner agency and potential for creativity in writing task design and Chinese EFL students’ flow experiences in writing: A contextual perspective	4
Gamifying English Language Learning through Interactive Storytelling and MALL Technologies	3
Using screen-cast to explore language learners’ engagement with teacher oral feedback across time	3
Arabic speech intelligibility: Perception of spoken Arabic by native and non-native speakers	3
Embodied enactment of a hypothetical scenario in an English medium instruction secondary mathematics classroom: A translanguaging approach	3
Effects of task complexity, task sequence, and interlocutor familiarity on Chinese EFL learners’ self-repair in synchronous online interaction	3
Mediating oral communication with ChatGPT: a sociocultural and technology acceptance perspective in ESL classrooms	3
Assessing L2 secondary student writing feedback literacy and its predictive effect on their L2 writing performance	3
Effects of example word presentation on L2 learners’ acquisition of morphological knowledge and awareness through intentional English prefix learning	3
Using contrastive analysis to develop language awareness for speakers of an Indigenous contact language in an Australian classroom	3
Factors affecting novice and experienced teachers’ implementation of task-based language teaching under a framework of fidelity of implementation	3
Rethinking the language-teacher knowledge base: Exploring core pedagogical content competencies in Korean public secondary-school language teachers	3
Students’ display of willingness to participate in an extensive reading book club	3
Identity tensions of in-service teacher educators: A narrative inquiry	3
EFL undergraduate thesis supervision: Exploring supervisors’ written feedback beliefs and practices	3
An activity theory perspective on Vietnamese preservice English teachers’ identity construction in relation to tensions, emotion and agency	3
‘Un futuro mejor para todos’: Towards a critical humanizing English language teaching	3
Evolving discourse of native-speakerism in Saudi English-teaching job advertisement: A diachronic corpus-assisted study	3
Joint-degree language programs for future business and health professionals: student perspective	3
Understanding EFL teachers’ wellbeing: An activity theoretic perspective	3
Empowering critical digital literacy in EFL: Teachers’ evaluation of didactic materials involving the recognition of presupposed information	3
Boosting engagement through gamified cooperative teaching: a mixed-methods study in middle school EFL	3