Language Teaching Research

Article	Citations
High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing	80
Language exposure and English digital reading achievement in East Asia: Examining the role of students’ socioeconomic status	79
Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education	74
Comparing different L3s and factors that affect motivation to learn LOTEs	55
Synchronous computer-mediated communication and task-based learning in the EFL classroom	41
Arab Israeli EFL teachers’ perceptions and practices vis-à-vis teaching higher-order thinking skills: A complicated relationship	38
Dynamic positioning in identity development: Case studies of Chinese university English language teachers	37
L1 mediation in Chinese English learners’ mental lexicon: Evidence from word association tests	35
Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study	35
Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom	35
Student engagement with teacher oral feedback in EFL university classrooms	33
The effects of motivational dispositions on oral L2 task emotions and performance: A regulatory focus perspective	32
EMI as a problem, a right or a resource: Exploring misalignments in stakeholders’ views at one university in Taiwan	30
The relationships between spoken and written input beyond the classroom and young EFL learners’ proficiency	30
Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms	29
Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing	28
Notes on Contributors	27
The interplay between corrective feedback timing and foreign language anxiety in L2 development	27
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	26
Fluency development in an EFL setting: A one-semester study	24
Shifting perceptions of inclusive practitioner research: Epistemological affordances of exploratory practice	23
Researching learners’ perceptions: The use of the repertory grid technique	23
Model texts as a feedback instrument in second language writing: A systematic review	22
The effects of proactive form-focused instruction and individual differences on second language acquisition	22
Self-efficacy and professional development of Chinese language teachers in North Carolina secondary schools	21

Exploring the relations among foreign language enjoyment, ideal L2 self, grit, and growth mindset in EFL learners: A cross-lagged analysis	21
Going beyond practicing English: Language alternation in an L2 book club’s Zoom meetings	21
L2 Vocabulary learning from reading: Effects of word-focused activity type, learner variables, and announcement	21
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	20
Fluency issues in L2 academic presentations: Linguistic, cognitive and psychological influences on pausing behaviour	20
Professional development for science and engineering professors offering English-medium instruction	19
Does writing words in notes contribute to vocabulary learning?	19
Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China	19
Providing vs. receiving peer feedback: Learners’ beliefs and experiences	18
Effects of internal and external attentional manipulations and working memory on second language vocabulary learning	18
A serial mediation model testing associations between teacher–student relationship, resilience, autonomous learning and academic performance in the Chinese EFL context	17
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
The differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge	17
The effect of the model of contingent teaching on improving Iranian EFL learners’ essay writing	17
Task modality and language-related episodes in young learners: An attempt to manage accuracy and editing	17
Potential influence of extensive reading on controlled productive vocabulary	16
Enhancing intercultural communication skills: The impact of drama in Chinese language teaching	16
Exploring Chinese higher vocational college teachers’ perceptions of reading and teaching reading in English	16
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	16
Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement	15
Can willingness to communicate, communication in English anxiety, behavioural inhibition and behavioural action predict perceived L2 fluency?	15
Exploring student engagement in task-based and communicative language classrooms	15
Digitizing the story-writing process for EFL primary learners: An exploratory study	14
Constructing and validating the teaching strategies for alleviating Chinese EFL graduate students’ foreign language anxiety	14
Robotics and Weblog integration into EFL curriculum of middle and secondary schools: Exploratory study	14
Enhancing student writing with do-it-yourself corpora on a PhD pre-sessional programme	14
Abdominal enhancement techniques for L2 English phoneme pronunciation: Comparing the effectiveness of the techniques for Mandarin and Cantonese speakers	13
A major change for ESP for nursing: Pivoting towards discourse through a new course design with communicative engagement as a focal concept	13
Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure	13
The interplay of glossing with text difficulty and comprehension levels	13
Reading ability and challenges in a project-based academic report writing course: A test of the threshold hypothesis	13
Learning foreign languages: pedagogical tools, emotional understanding and parents’ discourse	13
‘May I do something for you?’: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning	13
Qualitative research synthesis of project-based (language) learning and teaching in East and Southeast Asia: 2002–24	13
Role-based interaction analysis for FLL: A sociocognitive UBL perspective	13
Notes on Contributors	13
The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English	12
Discourses of writing and learning to write in L2 writing curriculum in Chinese universities	12
Evaluating a task-based language teaching course for low-proficiency learners in ESP classrooms in Japan	12
Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension	12
The effects of a cognitive linguistic approach on college students’ learning English tenses in Taiwan	11
Positive psychology in action: Exploring the role of altruistic teaching in enhancing English reading comprehension among L2 learners	11
Erratum to Finding success with pedagogical innovation: A case from CSL teachers’ experiences with TBLT	11
Language learners’ stereotypical representations of France: Insights for teaching French as L3 with implications for minority foreign language crisis in China	11
Implications of dispositions for foreign language writing: The case of the Arabic–English learner	11
Comparing the effectiveness of verb-focused and particle-focused exercise formats on the recall and recognition of phrasal verbs	11
Longitudinal videoconferencing and confidence development: The impact of perceived interlocutor cultural depth, richness, and self-involvement	11
Designing for diversity in Aotearoa / New Zealand Chinese language classrooms	11

Teaching second language pragmatics in the current era of globalization: An introduction	11
Learners’ behavioral engagement and performance on linguistically difficult L2 reading tasks: The effects of effort feedback, self-efficacy, and attributions	10
L2 learners’ mindfulness in relation to their memorization/learning of L2 phrasal verbs	10
Exploring English language teachers’ beliefs about future readiness: Developing pedagogical practices for the 21st century	10
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	10
Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices	10
The impact of textual enhancement and frequency manipulation on incidental learning of collocations from reading	10
The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach	10
Statistical learning of L2 lexical bundles through unimodal, bimodal, and multimodal stimuli	10
Practicing to sing in chorus: Challenges and opportunities of collaborative inquiry-based learning in an Iranian EFL secondary school context	10
The pedagogical content knowledge of two novice Chinese early childhood EFL teachers	10
Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach	10
The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective	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
Fluency development through freewriting and transfer to other more structured tasks	10
A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary	9
Structured instructional design for integrated language skill development: College students’ perspectives on collaborative reading-to-write activities using a cloud-based tool	9
Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain	9
A study of the effect of multimodal input on vocabulary acquisition: Evidence from online Chinese language learners	9
Psychometric properties of a self-efficacy scale for English language learners in Vietnam	9
Parental involvement and children’s L2 learning motivation and engagement: A person-centered approach	9
Notes on Contributors	9
Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework	8
Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom	8
Translating Willingness to Communicate into Learner Talk in a Chinese as a Foreign Language (CFL) Classroom	8
The limited effects of visual and audio modalities on second language listening comprehension	8
Collaborative learning between Chinese and international students in an English as a medium of instruction environment: Friend or foe?	8
Notes on Contributors	8
English L2 vocabulary acquisition through storytelling for adolescents with and without learning disabilities	8
Scaffolding student engagement with written corrective feedback: Transforming feedback sessions into learning affordances	8
Content knowledge attainment in English medium instruction: Does academic English literacy matter?	8
Unraveling the interplay between social-emotional need satisfaction and self-regulated learning: Longitudinal evidence from university students in China’s EMI programs	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
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
Generalizing linguistic patterns through data-driven learning: A study of the dative alternation in Japanese learners of English	8
EFL students’ profiles of English reading self-efficacy: Relations with reading enjoyment, engagement, and performance	8
Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates	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
Debate pedagogy as a conducive environment for L2 argumentative essay writing	8
A Q method study on Turkish EFL learners’ perspectives on the use of AI tools for writing: Benefits, concerns, and ethics	8
To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens	8
Whose English should be talked and taught? Views from international English teachers in Thai higher education	8
The role of teacher knowledge and practice in shaping EFL teachers’ glocal identity	8
Intentional and incidental vocabulary acquisition through multi-component storytelling: The case of German L2 primary school students	8
Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty	8
Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom	7
Student teachers’ experience with improvisation activities for spontaneous speech practice in English	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
Impact of exercise format and repetition on learning verb–noun collocations	7
Effect of pedagogic intervention in enhancing speech fluency by EFL students: A longitudinal study	7
Effects of text messaging using digital Pinyin input on literacy skills of elementary school Chinese immersion learners	7
L2 learners’ pragmatic output in a face-to-face vs. a computer-guided role-play task: Implications for TBLT	7
The impact of cognate strategy training on guessing accuracy for unknown visually-presented words: The case of Japanese learners of English	7
Japanese adolescents’ attitudes towards learning English: A perspective from the self-worth theory	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
Faith or path? Profiling the motivations of multilingual Chinese as a foreign language teachers using Q methodology	7
Becoming teachers of emergent bilinguals: Navigating ideological and identity tensions	7
Developing and validating an L2 writing willingness to communicate scale: A sequential embedded mixed-methods approach	7
Motivational profiles of EFL learners: A person-centered approach to uncovering gender differences	7
Notes on Contributors	7
The effects of incidental focus on form on learning vocabulary, grammar, and pronunciation	7
The auditory picture vocabulary test for English L2: A spoken receptive meaning-recognition test intended for Dutch-speaking L2 learners of English	7
How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation	7
Does engagement with feedback matter? Unveiling the impact of learner engagement and grit on EFL learners’ English writing achievements	7
Music as a Medium of Instruction (MMI): A new pedagogical approach to English language teaching for students with and without music training	6
A structural relationship model for L2 oral proficiency, L2 interest, perceived importance of speaking, and out-of-class L2 contact	6
The effects of flipped classroom approach in EFL teaching: Can we strategically use the flipped method to acquire communicative competence?	6
Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development	6
Motivation and anxiety in Chinese EFL students’ listening process: An idiodynamic approach	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
Engagement with written corrective feedback: Examination of feedback types and think-aloud protocol as pedagogical interventions	6
Learner agency and potential for creativity in writing task design and Chinese EFL students’ flow experiences in writing: A contextual perspective	6
The perceived usefulness of pedagogical genres in EMI settings: A learner-informed comparative analysis of Engineering and Economics courses	6
Online writing instruction: Understanding university EFL instructors’ beliefs and practices as a complex system	6
EFL learners’ lexical availability: Effect of L1 background and prompt	6

Teacher as creator: Orchestrating the learning environment to promote learner development	6
The effect of positive emotion on foreign language teacher engagement and well-being: A cross-cultural comparison	6
Creating and evaluating corpus-informed word lists for adolescent, beginner-to-low-intermediate learners of French, German, and Spanish	6
Online journaling and language learning in intensive summer study abroad programs	6
Measuring listening and speaking self-efficacy in EFL contexts: The development of the Communicative SE Questionnaire	6
Motivational factors underlying learner preferences for corrective feedback: Language mindsets and achievement goals	6
Classroom environment and engagement in the EFL writing context: The mediating role of goal orientations	6
Notes on Contributors	6
Effectiveness of interventions on improving English language learners’ intelligibility and comprehensibility: A meta-analytic review	5
Exposure or age? The effect of additional CLIL instruction on young learners’ grammatical complexity while performing an oral task	5
Teachers’ cognition and classroom implementation of tasks in task-supported language teaching (TSLT)	5
Post-beginner L2-learner knowledge of ultra-frequent English words	5
Developing crosslinguistic awareness through plurilingual consciousness-raising tasks	5
Meta-analysis to estimate the relative effectiveness of TBLT programs: Are we there yet?	5
Modelling the effects of the reading medium on L2 Spanish reading emotions: The moderating role of individual difference variables	5
Use of the L1 and L2 in strategic planning and rehearsal for task performances in an online classroom	5
A self-regulation perspective on L2 grit development and its impact on language achievement	5
Effectiveness of written corrective feedback in developing L2 accuracy: A Bayesian meta-analysis	5
Task repetition versus task rehearsal: Understanding effects of task-readiness factors and elemental genres on L2 writing task performance	5
Exploring learner engagement with languages (LX) within and beyond the English classroom	5
First-year writing in the humanities and social sciences: Requirements, expectations, and perceived weaknesses	5
Notes on contributors	5
A posthumanist orientation and cross-national, online bilingual digital storytelling	5
EFL learners’ versus instructors’ attributions of success and failure factors: A complexity theory perspective	5
The structural relationships among L2 motivation, out-of-class informal learning, and oral proficiency: A multiple-group structural equation modeling study	5
The role of proficiency and pair formation method in language-related episodes: A study of young CLIL learners’ interaction	5
Effects of teacher intervention and type of peer feedback on student writing revision	5
Longitudinal study of Spanish vowel acquisition by Australian students	5
A mixed methods approach to exploring grammar learning strategies in self-regulation task phases: Evidence from grounded theory and regression analysis	5
Applying intelligent personal assistants to develop fluency and comprehensibility, and reduce accentedness in EFL learners: an empirical study of Google Assistant	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
Introducing a new protagonist in L2 Chinese narratives: Syntactic construction and information organization	5
‘Are we really back to normal?’: A qualitative study on language teachers’ teaching practices during the post-COVID-19 era	5
Chinese as a foreign language (CFL) teachers’ pedagogical content knowledge in teaching Chinese pronunciation	5
The associations between individual differences in language aptitude and working memory, and the effectiveness of input and output based instruction	5
Textbook authors’ perspectives on selecting and instructing Chinese characters and words in beginner and intermediate textbooks	5
Investigating the potential of changing the smartphone system language to L2 for facilitating vocabulary learning and motivation	5
The role of diagnostic writing assessment in promoting Chinese EFL students’ learning autonomy: An action research study	5
Task repetition and corrective feedback via models and direct corrections among young EFL writers: Draft quality and task motivation	5
Foreign language anxiety and achievement: A study of primary school students learning English in China	5
Exploring Hungarian secondary school English teachers’ beliefs about differentiated instruction	5
Emotional intelligence and second/foreign language achievement: A meta-analytic review	5
Why motivated learners might not engage in language learning: An exploratory interview study of language learners and teachers	4
Teachers’ practices of proactive and reactive classroom management strategies and the relationship to their self-efficacy	4
An investigation into English majors’ self-regulated writing strategies in an online learning context	4
Identity tensions of in-service teacher educators: A narrative inquiry	4
Empowering critical digital literacy in EFL: Teachers’ evaluation of didactic materials involving the recognition of presupposed information	4
The effects of topic familiarity on emotionality and linguistic complexity in EAP writing	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
Learning specialized vocabulary in the second language: Does transfer from the first language help?	4
Communication and the student experience in the time of Covid-19: An autoethnography	4
Students’ performance and English as a medium of instruction: Do students learn less?	4
‘This is a Chinese vegetable’: Language socialization in dinner table conversations of Chinese immigrant families in the U.S.	4
How do L2 English readers approach proper names?	4
The role of modality and working memory capacity in L2 production	4
L2 vocabulary learning in a mixed-proficiency community-engaged program: Designing vocabulary instruction for college students	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
Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices	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
Notes on Contributors	4
Students’ display of willingness to participate in an extensive reading book club	4
Notes on contributors	4
Unpacking the negative side-effects of directed motivational currents in L2: An interpretative phenomenological analysis	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
Examining EFL learners’ source text use in summary writing	4
Greater complexity and higher efficiency: Effects of translanguaging during collaborative pre-task planning on EFL learners’ speaking performance	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
Embodied enactment of a hypothetical scenario in an English medium instruction secondary mathematics classroom: A translanguaging approach	3
An activity theory perspective on Vietnamese preservice English teachers’ identity construction in relation to tensions, emotion and agency	3
Peer assessment in EFL teacher preparation: A longitudinal study of student perception	3
Socio-material assemblages: (De)colonizing literacy curriculum in transnational education	3
Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: Does CLIL in the foreign language make a difference?	3
Notes on contributors	3
Some language learners don’t want help: Self-efficacy and teacher support in primary school foreign language classrooms	3
Mapping reflexivity in situ: A multimodal exploration of negotiated textbook discourses in Korean university EFL classrooms	3
Notes on Contributors	3
Greater coverage vs. deeper processing? Comparing individual and collaborative processing of teacher feedback	3
Language teachers’ identity tensions and professional practice in intercultural teaching	3
Investigating grit in second language learning: The role of individual difference factors and background variables	3
Empowering EFL learners through cognitive apprenticeship: A pathway to success in IELTS speaking proficiency	3
Tapping into teacher feedback in digital storytelling: Learning outcomes, emotions, and perceptions	3
Language learning strategies used by EFL students: Does their digital fluency matter?	3
Multiple perspectives of stakeholders towards young learners’ language assessment in an international school in Malaysia	3
Teaching methods emphasizing phonological forms enhance L2 vocabulary learning	3
Notes on Contributors	3
The effects of two methods of on-line planning on L2 task-based speaking performance and strategy use	3
The interplay of task repetition and task rehearsal in L2 written production across varied proficiency levels	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
The importance of increased processing demands in the design of Elicited Imitation tests	3
Examining EFL learners’ comprehension of derivational forms: The role of overlap with base word knowledge, word frequency, and contextual support	3
Teaching humorous irony to L2 and heritage speakers of Spanish	3
Exploring systematic orthographic crosslinguistic similarities to enhance foreign language vocabulary learning	3
Effects of task complexity, task sequence, and interlocutor familiarity on Chinese EFL learners’ self-repair in synchronous online interaction	3