IRAL-International Review of Applied Linguistics in Language Teaching

Article	Citations
Phrasal complexity in EFL learners’ oral performance: The role of task type and proficiency	29
Frontmatter	26
Frontmatter	23
Developing L2 learners’ metaphoric competence: a case study of figurative motion constructions	22
Fluency across modes: an exploratory study of L1 and L2 spoken and written fluency	21
Internal and external appraisals of analytical writing. A proposal for assessing development and potential improvement	21
Frontmatter	17
Frontmatter	14
Miscommunicated referent tracking in L2 English: a case-by-case analysis	13
The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English	12
Motion event construal in L2 French and Italian: from acquisitional perspectives to pedagogical implications	12
The use of blocking and inhibition training in processing instruction	11
The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance	10
A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students	10
The development of syntactic complexity of Chinese JFL learners based on Mean Dependency Distance and Mean Hierarchical Distance	9
Comprehension of English articles by Korean learners of L2 English and L3 Spanish	9
Listenership always matters: active listening ability in L2 business English paired speaking tasks	9
Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners	9
Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language	8
Exploring ESOL teachers’ perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UK	8
A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance	8
A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production	8
Frontmatter	8
Teacher behaviour and student engagement with L2 writing feedback: a case study	7
Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers	7

Consolidating EFL content and vocabulary learning via interactive reading	7
Patterns of interaction between experiential and interpersonal meanings in student texts in Spanish: grounds for system-based applications in an academic writing context	7
Contributions of significant others to second language teacher well-being: a self-determination theory perspective	7
Validation of a multiple-choice implicature test: insights from Chinese EFL learners’ cognitive processes	7
L2 use of pragmatic markers in peer talk: Mandarin utterance-final particles	7
Investigating optimal spacing schedules for incidental acquisition of L2 collocations	7
Phraseological complexity and low- and intermediate-level L2 learners’ writing quality	7
Focus on form in task repetition through oral and written task modeling	7
L2 textbook input and L2 written production: a case of Korean locative postposition–verb construction	6
Discipline-specific attitudinal differences of EMI students towards translanguaging	6
Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance	6
Evaluative language in undergraduate academic writing: expressions of attitude as sources of text effectiveness in English as a Foreign Language	6
“Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation	6
Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan	6
The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender	6
Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss	6
The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels	5
Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations	5
The influence of task complexity and task modality on learners’ topic and turn management	5
Emotion labor in teacher collaboration: towards developing emotional reflexivity	5
The dynamics of changes in linguistic complexity and writing scores in timed argumentative writing among beginning-level EFL learners	5
Effects of working memory and task type on syntactic complexity in EFL learners’ writing	5
Toward a better understanding of student engagement with peer feedback: a longitudinal study	5
Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis	4
The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences	4
The stone left unturned: boredom among young EFL learners	4
Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication	4
Emotion labor in response to supervisor feedback: is feedback a burden or a blessing?	4
The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners	4
Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition	4
Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices	4
Examining the impact of foreign language anxiety and language contact on oral proficiency: a study of Chinese as a second language learners	4
Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL	4
A Q methodological study into pre-service Chinese as a foreign language (CFL) teachers’ mindsets about teaching competencies	4
“I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers	4
Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement	4
Frontmatter	4
Influencing factors of L2 writers’ engagement in an assessment as learning-focused context	4
The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective	4
Learner beliefs about vocabulary teaching in secondary ESL classrooms: a proficiency and grade-level analysis	4
Scaffolding in genre-based L2 writing classes: Vietnamese EFL teachers’ beliefs and practices	3
High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus	3
Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers	3
Exploring the interplay of growth mindset, mindfulness, and L2 self-efficacy in second language achievement: a mixed-methods study	3
Unpacking the positioning of being “disengaged” and “disrespectful” in class through nexus analysis: an international student’s navigation of institutional and interactional university norms	3
Perception of English semivowels by Japanese-speaking learners of English	3
Diagnosing EFL writers’ development of discourse competence in disciplinary writing: an ecological approach	3
The impact of different glossing conditions on the learning of EFL single words and collocations in reading	3
When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons	3
Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance	3

Frontmatter	3
The structure of L2 lexical-semantic networks as seen from a social network perspective	3
The acquisition of L3 French present simple and present progressive by adult L1 Chinese speakers of L2 English	3
Factor structures of speed and breakdown fluency in EFL learners’ story retelling performances	3
Teaching mental processes to EFL learners: a blended-learning proposal	3
Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks	3
Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings	3
Perceived L2 oral fluency, working memory, foreign language enjoyment and foreign language anxiety: identifying distinct patterns of relationship	3
Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?	3
Lexical complexity in exemplar EFL texts: towards text adaptation for 12 grades of basic English curriculum in China	2
Intensity of CLIL exposure and L2 motivation in primary school: evidence from Spanish EFL learners in non-CLIL, low-CLIL and high-CLIL programmes	2
Exploring self-regulated learning behaviours of young second language learners during group work	2
Implementing an oral task in an EFL classroom with low proficient learners: a micro-evaluation	2
Children learning Mongolian as an additional language through the implementation of a task-based approach	2
Effects of guided concept mapping on L2 learners’ listening ability and cognitive load	2
Videoed storytelling in primary education EFL: exploring trainees’ digital shift	2
Teacher emotions and the emotional labour of modern language (ML) teachers working in UK secondary schools	2
The cognitive construction-grammar approach to teaching the Chinese Ba construction in a foreign language classroom	2
Students’ L2 grit, foreign language anxiety and language learning achievement: a latent profile and mediation analysis	2
Exploring the hierarchical antecedents of willingness to communicate and its relationship with utterance fluency in learning Chinese as a foreign language	2
Lexical and grammatical collocations in beginning and intermediate L2 argumentative essays: a bigram study	2
Glossing and incidental vocabulary learning in L2 reading: a cognitive load perspective	2
Assessing self-efficacy, working memory, and proficiency in a multimedia writing environment	2
System networks as a resource in L2 writing education	2
An exploratory study on second language learner engagement in different types of interactive tasks in video-chat and text-chat communication	2
Machine translation as a form of feedback on L2 writing	2
Listener engagement: the missing link in research on accented speech	2
The associations between working memory and the effects of multimedia input on L2 vocabulary learning	2
Factors behind L2 English learners’ performance of oppositional speech acts: a look at pragmatic-related episodes (PREs) during thinking aloud	2
Effects of task complexity on the learning of genre specific rhetorical moves and linguistic forms: the case of contrast and argumentative essays	2
Enhancing young EFL learners’ written skills: the role of repeated pre-task planning	2
The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development	2
Collaborative writing in an EFL secondary setting: the role of task complexity	2
What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation	2
Exploring relationships between L1 and L2 writing strategy use and integrated writing performance: A cross-linguistic perspective	2
Defining competencies for training non-native Korean speaking teachers: a Q methodology approach	2
Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French	2
L3 acquisition of aspect: the influence of structural similarity, analytic L2 and general L3 proficiency	2
Relationship between learner creativity, task planning, and speaking performance in L2 narrative tasks	2
Emotion profiles of Chinese secondary EFL learners: link with subjective well-being, English achievement, and demographics	2
The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency	2
Non-finite clause use in disciplinary research writing: a formulaic sequence-based functional comparison between expert and student writers	2
Exploring the pseudo-longitudinal development of specific morphosyntactic features and syntactic complexity in CLIL young learners	2
Students’ attitude and motivation towards concept mapping-based prewriting strategies	2
Young L2 learners in diverse instructional contexts	2
Immediate and long-term improvement in lexical stress perception: the role of teacher and peer feedback	2
Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China	2
Exploring teacher-student interaction in task and non-task sequences	1
Incidental learning of collocations through reading an academic text	1
Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: a growth mixture modeling approach	1
Exploring L2 learners’ processing of unknown words during subtitled viewing through self-reports	1
Competing factors in SLA: how the CASP model of SLA explains the acquisition of English restrictive relative clauses by native speakers of Arabic and Korean	1
Language transfer in tense acquisition: new evidence from English learning Chinese adolescents	1
Acquisition of morphology by L2 children in naturalistic environments: a case of Japanese case markers	1
Effects of random selection tests on second language vocabulary learning: a comparison with cumulative tests	1
Exploring learner-related variables in child collaborative writing: interaction mindset, willingness to communicate and proficiency	1
A bibliometric analysis of the IRAL over the past six decades	1
When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out	1
Japanese complaint responses in textbook dialogues and ordinary conversations: learning objects to expand interactional repertoires	1
Acquisition of collocations under different glossing modalities and the mediating role of learners’ perceptual learning style	1
Approaching motion in a second language: how bilinguals restructure motion event expressions inside and outside the classroom	1
How teaching modality affects Foreign Language Enjoyment: a comparison of in-person and online English as a Foreign Language classes	1
On the acquisition of tense and agreement in L2 English by adult speakers of L1 Chinese	1
Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners	1
Teaching English with Chinese characteristics: a corpus analysis of changes in university curricula	1
Speech fluency among L1 Arabic elementary and intermediate learners of English as a foreign language	1
Deciphering the role of multilingualism in creativity at university: the influence of context	1
Low-level visual processing of motion events as a window into language-specific effects on perception	1
Assessing effects of source text complexity on L2 learners’ interpreting performance: a dependency-based approach	1
Comparing motivational features between feedback givers and receivers in English speaking class	1
Effectiveness of second language collocation instruction: a meta-analysis	1
Expansion of verb-argument construction repertoires in L2 English writing	1
Assessing written production in L2 Mandarin Chinese: fluency and accuracy	1
English language teachers’ social media branding: mapping the construction and perception of brand identities on Instagram	1
Scaffolding instruction in an EFL drama lesson: a systemic functional analysis	1
Using automated indices of cohesion to explore the growth of cohesive features in L2 writing	1
Exploring the professional role identities of English for academic purposes practitioners: a qualitative study	1
Examining L2 studentsʼ development of global cohesion and its relationship with their argumentative essay quality	1
Which factors predict teachers’ evaluation of the difficulty and usefulness of phrasal verbs in L2 contexts?	1
Measuring learners’ writing development in a Chinese as a foreign language (CFL) context	1

Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development	1
Emotional labor of a Brazilian public school teacher: domination and resistance in a neoliberal context	1
Integrated instruction of Appraisal Theory and rhetorical moves in literature reviews: an exploratory study	1
General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning	1
“Am I really abroad?” The informal language contact and social networks of Chinese foundation students in the UK	1
The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences	1
Connective Frequency Bands informed by textbook frequencies and midadolescents’ knowledge of connectives: a tool to support Spanish literacy instruction across content areas	1
Beyond learning opportunities: focused encounters in a sociocognitive approach to second language acquisition and teaching	1
The effect of form presentation mode and language learning aptitude on the learning burden and decay of L2 vocabulary knowledge	1
Sub-disciplinary variation of metadiscursive verb patterns in English research articles: a functional analysis of medical discourse	1
Functional linguistics in life: an embodied approach in teacher education	1
“We thought about it together and the solution came to our minds”: languaging linguistic problem-solving in multilingual Finnish classrooms	1
What pronunciation specialists believe CELTA tutors need to know to prepare student teachers to teach pronunciation	1