Modern Language Journal

Article	Citations
A Control–Value Theory Approach to Boredom in English Classes Among University Students in China	97
The Development and Validation of the Short Form of the Foreign Language Enjoyment Scale	65
Tracking the Evolution of Chinese Learners’ Multilingual Motivation Through a Longitudinal Q Methodology	48
The Research–Practice Dialogue in Second Language Learning and Teaching: Past, Present, and Future	40
Empirically Defining Language Learning and Teaching Materials in Use Through Sociomaterial Perspectives	40
Academic Perseverance in Foreign Language Learning: An Investigation of Language‐Specific Grit and Its Conceptual Correlates	38
The Relationship Between Utterance and Perceived Fluency: A Meta‐Analysis of Correlational Studies	36
How Effective Are Intentional Vocabulary‐Learning Activities? A Meta‐Analysis	33
Incidental Vocabulary Learning Through Listening to Teacher Talk	33
Continuing to Explore the Multidimensional Nature of Lexical Sophistication: The Case of Oral Proficiency Interviews	30
Translation as Translingual Writing Practice in English as an Additional Language	24
Rewilding Language Education: Emergent Assemblages and Entangled Actions	24
Land as Interlocutor: A Study of Ojibwe Learner Language in Interaction on and With Naturally Occurring ‘Materials’	23
Mindsets Matter for Linguistic Minority Students: Growth Mindsets Foster Greater Perceived Proficiency, Especially for Newcomers	22
Emergency Remote Language Teaching and U.S.‐Based College‐Level World Language Educators’ Intention to Adopt Online Teaching in Postpandemic Times	22
Navigating the Challenges of L2 Reading: Self‐Efficacy, Self‐Regulatory Reading Strategies, and Learner Profiles	21
Pathways Forward for Indigenous Language Reclamation: Engaging Indigenous Epistemology and Learning by Observing and Pitching in to Family and Community Endeavors	20
Grammatical and Lexical Development During Short‐Term Study Abroad: Exploring L2 Contact and Initial Proficiency	19
The Dynamic Multicausality of Age of First Bilingual Language Exposure: Evidence From a Longitudinal Content and Language Integrated Learning Study With Dense Time Serial Measurements	19
Misconduct and Questionable Research Practices: The Ethics of Quantitative Data Handling and Reporting in Applied Linguistics	19
Toward the Establishment of a Data‐Driven Learning Model: Role of Learner Factors in Corpus‐Based Second Language Vocabulary Learning	18
Digital Game‐Based Learning of Formulaic Expressions in Second Language Chinese	17
Student Self‐Initiated Use of Smartphones in Multilingual Writing Classrooms: Making Learner Agency and Multiple Involvements Visible	17
Cognitive and Socioaffective Predictors of L2 Microdevelopment in Late Adulthood: A Longitudinal Intervention Study	16
Pronunciation Can Be Acquired Outside the Classroom: Design and Assessment of Homework‐Based Training	16

Coda: An Expanding Research Agenda for the Use of Instructional Materials	16
Learners’ Engagement in L2 Computer‐Mediated Interaction: Chat Mode, Interlocutor Familiarity, and Text Quality	16
After Study Abroad: The Maintenance of Multilingual Identity Among Anglophone Languages Graduates	15
Small Samples in Instructed Second Language Acquisition Research	15
Analytic Versus Holistic Recognition of Chinese Words Among L2 Learners	14
May I See Your Credentials, Please? Displays of Pedagogical Expertise by Language Teaching Researchers	13
Rethinking Mobility and Language: From the Global South	13
Effect‐Driven Sample Sizes in Second Language Instructed Vocabulary Acquisition Research	13
Thriving? Or Surviving? An Approach–Avoidance Perspective on Adult Language Learners’ Motivation	12
Effects of Plurilingual Teaching on Grammatical Development in Early Foreign‐Language Learning	11
Bridging the Researcher–Practitioner Divide Through Community‐Engaged Action Research: A Collaborative Autoethnographic Exploration	11
Bridging the Gap Between Willingness to Communicate and Learner Talk	11
Teacher Beliefs About Second Language Research and Researchers: Different Roles at Research‐Oriented Universities	11
Learning Potentials Afforded by a Film in Task‐Based Language Classroom Interactions	10
Student Artifacts as Language Learning Materials: A New Materialist Analysis of South Korean Job Seekers’ Student‐Generated Materials Use	10
Teachers and Supervisors Negotiating Identities of Experience and Power in Feedback Talk	10
The Smartphone as a Personal Cognitive Artifact Supporting Participation in Interaction	10
Communicative Effectiveness in BELF (English as a Business Lingua Franca) Meetings: ‘Explaining’ as a Pragmatic Strategy	10
Nurturing Teachers’ Research Mindset in an Inquiry‐Based Language Teacher Education Course	10
The Negotiation of Meaning in Aviation English as a Lingua Franca: A Corpus‐Informed Discursive Approach	9
Second Language Learners’ Attitudes Toward French Varieties: The Roles of Learning Experience and Social Networks	9
Collaborative Mobilizations of Interbodied Communication for Cooperative Action	9
A Q Methodology Study Into Vision of Italian L2 University Students: An Australian Perspective	9
Learning and Teaching Pragmatics in the Globalized World: Introduction to the Special Issue	8
Functional Diversification and Progressive Routinization of a Multiword Expression in and for Social Interaction: A Longitudinal L2 Study	8
Translingual and Transcultural Reflection in Study Abroad: The Case of a Vietnamese‐American Student in Guatemala	8
Exploring Evolving Motivation to Learn Two Languages Simultaneously in a Study‐Abroad Context	8
The Role of Language Teacher Metacognition and Executive Function in Exemplary Classroom Practice	8
Toward a New Multilingual Educational Policy in Israel: Attitudes and Perceptions of Teachers and Students	8
Localized Globalization: Directives in Augmented Reality Game Interaction	8
Emergent L2 Grammars in and for Social Interaction: Introduction to the Special Issue	8
“I Look Mexican, So They Assume I Speak Spanish”: Latinx Teacher Candidates’ Experiences With Raciolinguistic Policing	8
Materials‐in‐Action: Pedagogical Ergonomics of a French‐as‐a‐Foreign‐Language Classroom	8
Bridging the Gap Between Researchers and Teachers: A Curricular Perspective	7
By the Old Gods and the New: The Effect of the Congruence and Incongruence of Foreign Language Classroom Anxiety and Enjoyment on Self‐Perceived Proficiency	7
Stance‐Taking in Heritage Language Writing	7
The Hare and the Tortoise: The Race on the Course of L2 Learning	7
Space Oddities: The Acquisition of Agreement Verbs by L2 Learners of Sign Language of the Netherlands	6
Sociomateriality of Semiscripted Pair‐Work Prompts in Beginner‐Level Japanese‐as‐a‐Foreign‐Language Classrooms	6
At the Intersection of SLA and Sociolinguistics: The Predictive Power of Social Networks During Study Abroad	6
Performance Profiles on Second Language Speaking Tasks	6
Researcher‐Supported Professional Learning and Development for Instructors in Adult L2 Programs: Factors Leading to Ongoing Communities of Practice	6
Noun‐Phrase Complexity Measures in Chinese and Their Relationship to L2 Chinese Writing Quality: A Comparison with Topic–Comment‐Unit‐Based Measures	6
Retention and Attrition in Early‐Career Foreign Language Teachers in Austria and the United Kingdom	6
Japanese Students’ Emotional Lived Experiences in English Language Learning, Learner Identities, and Their Transformation	5
Primary school children's conflicted emotions about using their heritage languages in multilingual classroom tasks	5
The Relative Contribution of Language Complexity to Second Language Video Lectures Difficulty Assessment	5
Visualizing Emergent Turn Construction: Seeing Writing While Speaking	5
Sociocultural theory and classroom second language learning in the East Asian context: Introduction to the special issue	5
Multilingualism and persistence in multiple language learning	5

Brief but Mighty? Sustained L2 Learning and Perceived Psychobehavioral Benefits After Short‐Term Study Abroad	5
Academic word difficulty and multidimensional lexical sophistication: An English‐for‐academic‐purposes‐focused conceptual replication of Hashimoto and Egbert (2019)	5
In it Together: Teachers, Researchers, and Classroom SLA	5
Yalla Nutbikh “Let's cook”: Negotiating emotions of belonging through food in heritage language classrooms	5
Identification and Characteristics of Strong, Average, and Weak Foreign Language Readers: The Simple View of Reading Model	5
Empowering preservice English teachers with language assessment literacy concepts and practices: Application of Vygotskian concept‐based language instruction	5
Irony Comprehension in Bidialectal Speakers	5
Toward Cognitive and Temporal Mobility: Language Considerations in Refugee Education	5
Effects of written languaging on second language learning: Mediating roles of aptitude	4
Intergenerational autoethnography of heritage language maintenance: Focusing on emotion, identity, and power	4
A Meta‐Analysis of Hybrid Language Instruction and Call for Future Research	4
Accumulating Semiotic Resources for Social Actions: A Case Study of L2 Icelandic in the Wild	4
L2 Classroom Input and L2 Positionally Sensitive Grammars: The Role of Information‐Seeking Question Sequences	4
Sustaining Dual Language Immersion: Partner Language Outcomes in a Statewide Program	4
L2 Spanish Listening Comprehension: The Role of Speech Rate, Utterance Length, and L2 Oral Proficiency	4
Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double‐edged sword	4
Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students	4
The Effect of Auditory Input on Multimodal Reading Comprehension: An Examination of Adult Readers’ Eye Movements	4
Visual Context Modulates L2 Long‐Term Structural Priming for the Chinese Ba Construction	4
The effect of the cognitive–emotional dialectic on L2 development: Enhancing our understanding of perezhivanie	3
An appraisal‐based examination of language teacher emotions in anxiety‐provoking classroom situations using vignette methodology	3
Negotiating family language policy: Emotional experiences and playful language input in heritage language learning	3
Does Mode of Input Affect How Second Language Learners Create Form–Meaning Connections and Pronounce Second Language Words?	3
Measuring Writing Development and Proficiency Gains Using Indices of Lexical and Syntactic Complexity: Evidence From Longitudinal Russian Learner Corpus Data	3
Modeling mediation in the dynamic assessment of listening ability from the cognitive diagnostic perspective	3
Orientation to Language Learning Over Time: A Case Analysis on the Repertoire Addition of a Lexical Item	3
Discursive Enactment of Agency in Study‐Abroad Interviews	3
Approaching From Many Angles: Seeing the Connections for Our Languages to Live	3
Is English the Culprit? Longitudinal Associations Between Students’ Value Beliefs in English, German, and French in Multilingual Switzerland	3
Arabic Diacritics and Their Role in Facilitating Reading Speed, Accuracy, and Comprehension by English L2 Learners of Arabic	3
Proficiency and Preference Organization in Second Language Mandarin Chinese Refusals	3
Issue Information ‐ TOC	3
“I Preferred to Take Another Activity From the Textbook”: An Activity–Theoretical Study of Learning to Design Language Teaching Materials	3
The processing of multiword expressions in L1 and L2 Chinese: Evidence from reaction times and eye movements	3
The Relationship Between Lexical Coverage and Type of Reading Comprehension in Beginning L2 Spanish Learners	3
Canadian Immersion Students’ Investment in French	3
Languages Ideologies and Practice From the Land and the Classroom	3
Debate as L2 Pedagogy: The Effects of Debating on Writing Development in Secondary Education	3
Cultivating a new ecosystem in English language teaching: A focus on researchers in a textbook development project	3
Is evidence‐based L2 pedagogy achievable? The research–practice dialogue in grammar instruction	3
Emotion labor, investment, and volunteer teachers in heritage language education	2
Implementing the Seal of Biliteracy: A Multiple Case Study of Six High‐Awarding Districts	2
What Does Explicit Knowledge Look Like? An Analysis of Information Structure in Rule Formation by L2 Learners and Its Relationship With Guided Inductive Learning	2
Crossing the River by Feeling the Stones: Understanding and Integrating Social Justice in Chinese Language Class	2
Concept‐based language instruction and the teaching of citation in English academic writing	2
Construction Learning by Child Learners of Foreign Language: Input Distribution and Learner Factors	2
Exploring Boundedness for Concept‐Based Instruction of Aspect: Evidence From Learning the Spanish Preterite and Imperfect	2
Learning and Teaching Pragmatics in the Globalized World: Commentary	2
How Output Outweighs Input and Interlocutors Matter for Study‐Abroad SLA: Computational Social Network Analysis of Learner Interactions	2
Developing and Validating an Academic Vocabulary List in Russian: A Computational Approach	2
Use of word lists in a high‐stakes, low‐exposure context: Topic‐driven or frequency‐informed	2
Combinations and Connections: Reaching Across Disciplinary Boundaries	2
Cooperative Accomplishment of Multilingual Language Tutorial: An Intercultural Pragmatics Study	2
Curriculum as a Discursive and Performative Space for Subjectivity and Learning: Understanding Immigrant Adolescents’ Language Use in Classroom Discourse	2
Learning Grammar for Social Action: Implications for Research and Language Teaching	2
Translingual caring and translingual aggression: (Re)centering criticality in the research and practice of translanguaging pedagogy	2
The Efficacy of Incidental Attention to Formulaic and Nonformulaic Forms in Focus on Form	2
Decoding EFL learners’ internalization of English modal verbs in concept‐based language instruction: Integrating SCOBAs with languaging	2
Intentional and Incidental Vocabulary Learning: The Role of Historical Linguistics in the Second Language Classroom	2
Exploring avenues of implementation for gender justice in French language teaching	1
Bringing the body into play: The corporeal aspect in second language acquisition	1
Reframing “the Foreign TA Problem” as “the American Listener Problem”	1
On Autonomy and Transformative Traditions	1
Gender‐justice beyond inclusion: How trans knowledges and linguistic practices can and should be re‐shaping language education	1
Individual differences in L1 attainment and language aptitude predict L2 achievement in instructed language learners	1
Learning by Observing and Pitching In in the Context of Sleeping Language Reclamation	1
Yucatec‐Maya Language Revitalization: A Reconceptualization of Indigeneity and Call for Action	1
The pursuit of a gender‐just language classroom	1
Undoing cislingualism	1
	1
Elaine K. Horwitz (1950–2022) In Memoriam	1
THE ISSUE	1
In solidarity: The coalitional work of gender justice and language education	1
Forced (Im)Mobilities at the Nexus of Race and Language in Pandemic Times	1
Second Language Speech Intelligibility Revisited: Differential Roles of Phonological Accuracy, Visual Speech, and Iconic Gesture	1
Trans theory: Complexifying positionality, complexifying representation	1
Translanguaging as a space of simultaneity: Theorizing translanguaging pedagogies in English medium schools from a spatial perspective	1
The correlates of flow in the L2 classroom: Linking basic L2 task features to learner flow experiences	1
The “Foreign TA Problem” Forty Years On	1
Between teacher candidates’ reflection and teacher educators’ evaluation: Fluctuations in epistemic (a)symmetry in feedback conversations	1

	1
Promoting young EFL learners’ listening potential: A model of mediation in the framework of dynamic assessment	1
The “Foreign TA Problem” as a Demand for Aesthetic Labor	1