Language Teaching Research

Article	Citations
L1 mediation in Chinese English learners’ mental lexicon: Evidence from word association tests	102
Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education	92
Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms	92
The interplay between corrective feedback timing and foreign language anxiety in L2 development	68
Dynamic positioning in identity development: Case studies of Chinese university English language teachers	50
The effects of motivational dispositions on oral L2 task emotions and performance: A regulatory focus perspective	47
Language exposure and English digital reading achievement in East Asia: Examining the role of students’ socioeconomic status	46
Synchronous computer-mediated communication and task-based learning in the EFL classroom	43
Comparing different L3s and factors that affect motivation to learn LOTEs	42
Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study	41
EMI as a problem, a right or a resource: Exploring misalignments in stakeholders’ views at one university in Taiwan	35
The relationships between spoken and written input beyond the classroom and young EFL learners’ proficiency	35
Notes on Contributors	35
Student engagement with teacher oral feedback in EFL university classrooms	33
Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom	31
High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing	31
Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing	30
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	30
Fluency development in an EFL setting: A one-semester study	29
Notes on contributors	28
L2 Vocabulary learning from reading: Effects of word-focused activity type, learner variables, and announcement	27
Does writing words in notes contribute to vocabulary learning?	26
Fluency issues in L2 academic presentations: Linguistic, cognitive and psychological influences on pausing behaviour	26
Exploring the relations among foreign language enjoyment, ideal L2 self, grit, and growth mindset in EFL learners: A cross-lagged analysis	25
Shifting perceptions of inclusive practitioner research: Epistemological affordances of exploratory practice	25

The interplay between foreign language enjoyment and willingness to communicate among tertiary CSL learners: The mediating roles of growth language mindset and classroom environment	24
Self-efficacy and professional development of Chinese language teachers in North Carolina secondary schools	23
Going beyond practicing English: Language alternation in an L2 book club’s Zoom meetings	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	21
Model texts as a feedback instrument in second language writing: A systematic review	20
Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China	20
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	20
Self-initiated foreign language listening outside class: A mixed-methods investigation of learners’ motivation and their perceptions through self-determination theory	19
The effect of the model of contingent teaching on improving Iranian EFL learners’ essay writing	19
A phenomenographic study of engineering students’ conceptions of learning English as a foreign language	19
Examining the perceptions and self-reported practices of L2 teachers in China regarding oral fluency: A conceptual replication and extension	19
How do first-language in-text repeated glosses in second-language reading influence novel words processing and learning outcomes beyond effects of occurrence frequency?	18
A serial mediation model testing associations between teacher–student relationship, resilience, autonomous learning and academic performance in the Chinese EFL context	18
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	18
A sociocultural analysis of teacher language assessment literacy development: Stories from a novice Vietnamese English-as-a-foreign-language teacher	18
Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement	18
Exploring Chinese higher vocational college teachers’ perceptions of reading and teaching reading in English	17
Robotics and Weblog integration into EFL curriculum of middle and secondary schools: Exploratory study	17
Potential influence of extensive reading on controlled productive vocabulary	17
The differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge	16
Evaluating a task-based language teaching course for low-proficiency learners in ESP classrooms in Japan	15
Exploring student engagement in task-based and communicative language classrooms	15
Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure	15
Enhancing intercultural communication skills: The impact of drama in Chinese language teaching	15
A major change for ESP for nursing: Pivoting towards discourse through a new course design with communicative engagement as a focal concept	15
Role-based interaction analysis for FLL: A sociocognitive UBL perspective	14
The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English	14
Notes on Contributors	14
Learning foreign languages: pedagogical tools, emotional understanding and parents’ discourse	14
‘May I do something for you?’: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning	13
Emotional incongruence enhances English vocabulary acquisition from instructional videos	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
L2 learners’ mindfulness in relation to their memorization/learning of L2 phrasal verbs	13
Qualitative research synthesis of project-based (language) learning and teaching in East and Southeast Asia: 2002–24	13
Discourses of writing and learning to write in L2 writing curriculum in Chinese universities	13
Exploring teacher mediation and learner responsiveness in small-group online dynamic assessment for L2 academic writing development	13
Effect of L2 motivation on use behavior of translation technologies among English-related majors: Mediating effects of performance expectancy and L2 grit	13
Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension	13
Enhancing student writing with do-it-yourself corpora on a PhD pre-sessional programme	13
Advancing language education: Insights into teacher cognition, learner engagement, and skill development	12
Teaching second language pragmatics in the current era of globalization: An introduction	12
The impact of textual enhancement and frequency manipulation on incidental learning of collocations from reading	12
LexPro: A plurilingual lexical profiling tool to assist teachers and researchers in analysing vocabulary of L2 input	12
A latent profile analysis of self-regulated reading-to-write and writing strategies, and their relations to motivation and achievement	12
Implications of dispositions for foreign language writing: The case of the Arabic–English learner	11
Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices	11
The effects of a cognitive linguistic approach on college students’ learning English tenses in Taiwan	11
Can linguistic landscape enhance students’ foreign language enjoyment and learning through self-efficacy? Moderating role of language policy	11
Positive psychology in action: Exploring the role of altruistic teaching in enhancing English reading comprehension among L2 learners	11

The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective	10
Comparing the effectiveness of verb-focused and particle-focused exercise formats on the recall and recognition of phrasal verbs	10
Language learners’ stereotypical representations of France: Insights for teaching French as L3 with implications for minority foreign language crisis in China	10
Translating Willingness to Communicate into Learner Talk in a Chinese as a Foreign Language (CFL) Classroom	10
Longitudinal videoconferencing and confidence development: The impact of perceived interlocutor cultural depth, richness, and self-involvement	10
The pedagogical content knowledge of two novice Chinese early childhood EFL teachers	10
A third-wave positive psychology approach to language teachers’ self-efficacy, self-concept, and motivation	10
Designing for diversity in Aotearoa / New Zealand Chinese language classrooms	10
Learners’ behavioral engagement and performance on linguistically difficult L2 reading tasks: The effects of effort feedback, self-efficacy, and attributions	10
The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach	10
Exploring the effect of metaphor awareness-raising instruction on L2 learners’ acquisition of requests: Application of computer-animated production tasks for evaluation	10
Notes on Contributors	10
A study of the effect of multimodal input on vocabulary acquisition: Evidence from online Chinese language learners	9
Structured instructional design for integrated language skill development: College students’ perspectives on collaborative reading-to-write activities using a cloud-based tool	9
Debate pedagogy as a conducive environment for L2 argumentative essay writing	9
A Q method study on Turkish EFL learners’ perspectives on the use of AI tools for writing: Benefits, concerns, and ethics	9
Exploring English language teachers’ beliefs about future readiness: Developing pedagogical practices for the 21st century	9
Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain	9
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	9
Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom	9
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	9
Practicing to sing in chorus: Challenges and opportunities of collaborative inquiry-based learning in an Iranian EFL secondary school context	8
Fluency development through freewriting and transfer to other more structured tasks	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
EFL students’ profiles of English reading self-efficacy: Relations with reading enjoyment, engagement, and performance	8
Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework	8
Developing a reading proficiency scale for US college-level CSL courses: A complement to the ACTFL guidelines	8
Parental involvement and children’s L2 learning motivation and engagement: A person-centered approach	8
Statistical learning of L2 lexical bundles through unimodal, bimodal, and multimodal stimuli	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
English L2 vocabulary acquisition through storytelling for adolescents with and without learning disabilities	8
Content knowledge attainment in English medium instruction: Does academic English literacy matter?	8
Generalizing linguistic patterns through data-driven learning: A study of the dative alternation in Japanese learners of English	8
The limited effects of visual and audio modalities on second language listening comprehension	8
Unraveling the interplay between social-emotional need satisfaction and self-regulated learning: Longitudinal evidence from university students in China’s EMI programs	8
The role of teacher knowledge and practice in shaping EFL teachers’ glocal identity	8
A comparative analysis of language choices in written peer feedback provided by high- and low-proficiency Japanese EFL students	8
Motivational profiles of EFL learners: A person-centered approach to uncovering gender differences	8
Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty	8
Demystifying positive second language writing experience: The role of writing self-efficacy and motivational dynamics	7
Effects of text messaging using digital Pinyin input on literacy skills of elementary school Chinese immersion learners	7
How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation	7
Japanese adolescents’ attitudes towards learning English: A perspective from the self-worth theory	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
The impact of cognate strategy training on guessing accuracy for unknown visually-presented words: The case of Japanese learners of English	7
L2 learners’ pragmatic output in a face-to-face vs. a computer-guided role-play task: Implications for TBLT	7
Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates	7
Foreign language teaching anxiety between pre-service and in-service English teachers: A psychological network analysis	7
Can teacher feedback dispel the shadow of test anxiety over English achievement? The Dual-Mode Hypothesis	7
How effective is task-based language teaching to enhance second language learning? A technical comment on Bryfonski and McKay (2019)	7
Addressing discourse differences in the writing of Russian engineering students and international researchers	7
The pedagogical and socio-affective dimensions of identity tensions and teacher agency: Case studies of university English teachers teaching online	7
Notes on Contributors	7
The effects of incidental focus on form on learning vocabulary, grammar, and pronunciation	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
The auditory picture vocabulary test for English L2: A spoken receptive meaning-recognition test intended for Dutch-speaking L2 learners of English	7
Developing and validating an L2 writing willingness to communicate scale: A sequential embedded mixed-methods approach	6
Does engagement with feedback matter? Unveiling the impact of learner engagement and grit on EFL learners’ English writing achievements	6
EFL learners’ lexical availability: Effect of L1 background and prompt	6
Working memory, L2 proficiency, and L2 speech performance across different task types	6
Cultivating the linguistic garden: Exploring the pedagogical approaches and challenges in teaching Maltese as a second language to international adults	6
Moving beyond native-speakerism through identity-based teacher education: The roles of positioning and agency	6
Automated detection of machine translation use in L2 Spanish writing	6
Engagement with written corrective feedback: Examination of feedback types and think-aloud protocol as pedagogical interventions	6
Notes on Contributors	6
Classroom environment and engagement in the EFL writing context: The mediating role of goal orientations	6
Online writing instruction: Understanding university EFL instructors’ beliefs and practices as a complex system	6
Measuring listening and speaking self-efficacy in EFL contexts: The development of the Communicative SE Questionnaire	6
The effect of positive emotion on foreign language teacher engagement and well-being: A cross-cultural comparison	6
Music as a Medium of Instruction (MMI): A new pedagogical approach to English language teaching for students with and without music training	6
Effect of pedagogic intervention in enhancing speech fluency by EFL students: A longitudinal study	6
Creating and evaluating corpus-informed word lists for adolescent, beginner-to-low-intermediate learners of French, German, and Spanish	6
Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom	6
Lacking bridges and apprehensive tensions: The impact of emotions and contextual factors on German L3 teachers’ perceptions and grammar teaching practices	6
A structural relationship model for L2 oral proficiency, L2 interest, perceived importance of speaking, and out-of-class L2 contact	6
Teacher as creator: Orchestrating the learning environment to promote learner development	6
Enhancing Korean as a foreign language learning through a mobile-assisted blended course: A triarchic and motivational perspective	6
Perceived autonomy support and structure in predicting students’ academic emotions during second language learning: The mediating role of self-efficacy	5

Learner agency and potential for creativity in writing task design and Chinese EFL students’ flow experiences in writing: A contextual perspective	5
Motivation and anxiety in Chinese EFL students’ listening process: An idiodynamic approach	5
Exploring learner engagement with languages (LX) within and beyond the English classroom	5
Meta-analysis to estimate the relative effectiveness of TBLT programs: Are we there yet?	5
Effectiveness of written corrective feedback in developing L2 accuracy: A Bayesian meta-analysis	5
Use of the L1 and L2 in strategic planning and rehearsal for task performances in an online classroom	5
Task repetition versus task rehearsal: Understanding effects of task-readiness factors and elemental genres on L2 writing task performance	5
The perceived usefulness of pedagogical genres in EMI settings: A learner-informed comparative analysis of Engineering and Economics courses	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
First-year writing in the humanities and social sciences: Requirements, expectations, and perceived weaknesses	5
Effects of teacher intervention and type of peer feedback on student writing revision	5
The effects of flipped classroom approach in EFL teaching: Can we strategically use the flipped method to acquire communicative competence?	5
Notes on contributors	5
Emotional intelligence and second/foreign language achievement: A meta-analytic review	5
How language proficiency and peer familiarity shape engagement with feedback in English as a Foreign Language writing	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
A mixed methods approach to exploring grammar learning strategies in self-regulation task phases: Evidence from grounded theory and regression analysis	5
Effectiveness of interventions on improving English language learners’ intelligibility and comprehensibility: A meta-analytic review	5
Task repetition and corrective feedback via models and direct corrections among young EFL writers: Draft quality and task motivation	5
Exploring Hungarian secondary school English teachers’ beliefs about differentiated instruction	5
AI chatbot-assisted vocabulary learning: Relationships with self-regulation, motivation, and performance among Chinese private college students	5
Post-beginner L2-learner knowledge of ultra-frequent English words	4
Developing crosslinguistic awareness through plurilingual consciousness-raising tasks	4
Learning specialized vocabulary in the second language: Does transfer from the first language help?	4
Exposure or age? The effect of additional CLIL instruction on young learners’ grammatical complexity while performing an oral task	4
Development and validation of the Short-Form Foreign Language Classroom Boredom Scale (S-FLCBS)	4
Modelling the effects of the reading medium on L2 Spanish reading emotions: The moderating role of individual difference variables	4
Achievement goals, emotions and willingness to communicate in EFL learning: Combining variable- and person-centered approaches	4
Constructing professional identity as novice TESOL teachers in a Gulf state	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
Unpacking the negative side-effects of directed motivational currents in L2: An interpretative phenomenological analysis	4
The role of modality and working memory capacity in L2 production	4
The associations between individual differences in language aptitude and working memory, and the effectiveness of input and output based instruction	4
Online second language learner engagement: A systematic review of conceptual frameworks, research methods, and key findings	4
A posthumanist orientation and cross-national, online bilingual digital storytelling	4
L2 vocabulary learning in a mixed-proficiency community-engaged program: Designing vocabulary instruction for 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
A self-regulation perspective on L2 grit development and its impact on language achievement	4
Investigating the potential of changing the smartphone system language to L2 for facilitating vocabulary learning and motivation	4
Teachers’ cognition and classroom implementation of tasks in task-supported language teaching (TSLT)	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
Towards necessities and challenges of implementing translanguaging pedagogy in secondary EFL education in China	4
A holistic perspective on the contribution of foreign language peace of mind, enjoyment, anxiety, and boredom to EFL learners’ willingness to communicate: The mediating role of engagement	4
Exploring the role of individual psychological and work-related contextual factors in language teachers’ well-being	4
EFL learners’ versus instructors’ attributions of success and failure factors: A complexity theory perspective	4
Why motivated learners might not engage in language learning: An exploratory interview study of language learners and teachers	4
‘Are we really back to normal?’: A qualitative study on language teachers’ teaching practices during the post-COVID-19 era	4
Longitudinal study of Spanish vowel acquisition by Australian students	4
Chinese as a foreign language (CFL) teachers’ pedagogical content knowledge in teaching Chinese pronunciation	4
Introducing a new protagonist in L2 Chinese narratives: Syntactic construction and information organization	4
The role of diagnostic writing assessment in promoting Chinese EFL students’ learning autonomy: An action research study	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
An investigation into English majors’ self-regulated writing strategies in an online learning context	4
Textbook authors’ perspectives on selecting and instructing Chinese characters and words in beginner and intermediate textbooks	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
Notes on Contributors	3
Exploring the silence of Japanese EFL learners: Its relationship with the degree of willingness to communicate (WTC)	3
How do L2 English readers approach proper names?	3
Pre-service English language teachers’ perceptions and motivation towards technology use in online education	3
Students’ display of willingness to participate in an extensive reading book club	3
Understanding EFL teachers’ wellbeing: An activity theoretic perspective	3
Investigating grit in second language learning: The role of individual difference factors and background variables	3
Gamifying English Language Learning through Interactive Storytelling and MALL Technologies	3
Rethinking the language-teacher knowledge base: Exploring core pedagogical content competencies in Korean public secondary-school language teachers	3
Effects of task complexity, task sequence, and interlocutor familiarity on Chinese EFL learners’ self-repair in synchronous online interaction	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
Differing conceptions of a teaching approach in the activity system of a Japanese university language center	3
‘That was crazy’: Confronting monolingual ideologies and courting translanguaging in international telecollaboration	3
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	3
Notes on Contributors	3
Embodied enactment of a hypothetical scenario in an English medium instruction secondary mathematics classroom: A translanguaging approach	3
Arabic speech intelligibility: Perception of spoken Arabic by native and non-native speakers	3
Notes on Contributors	3
Borderland negotiations of personal–professional being and belonging: A duoethnography	3
The multifaceted function of rubrics as formative assessment tools: A classroom-based action research in an L2 writing context	3
The lexical profile of online graded reading materials in English language teaching: A corpus-based study	3
Notes on contributors	3
Identity tensions of in-service teacher educators: A narrative inquiry	3
Empowering critical digital literacy in EFL: Teachers’ evaluation of didactic materials involving the recognition of presupposed information	3
Notes on Contributors	3
Teaching the pragmatics of English as an international language: A focus on pragmatic markers	3
L2 Spanish vocabulary teaching in US universities: Instructors’ beliefs and reported practices	3
Greater coverage vs. deeper processing? Comparing individual and collaborative processing of teacher feedback	3
‘Un futuro mejor para todos’: Towards a critical humanizing English language teaching	3
Assessing L2 secondary student writing feedback literacy and its predictive effect on their L2 writing performance	3
The temporal distribution of cognitive writing processes and its interaction with task complexity during computer-assisted collaborative writing	2
The impact of a critical fiction analysis based on using augmented reality technology on developing students’ critical thinking and critical writing at Tabuk University	2
Variable effects of speakers’ visual cues and accent on L2 listening comprehension: A mixed-methods approach	2
Effects of Working Memory and Topic Familiarity on EFL Learners’ Oral Production	2
Effects of participation in an online intercultural exchange on drivers of L2 learning motivation	2
The models of co-teaching and a spectrum for assessing collaboration: Examining English language co-teaching practices in South Korea	2