Journal of Multilingual and Multicultural Development

Article	Citations
Classroom social climate, growth language mindset, and student engagement: the mediating role of boredom in learning English as a foreign language	95
The interplay of EFL teachers’ immunity, work engagement, and psychological well-being: Evidence from four Asian countries	55
Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context	47
The contribution of grit, emotions and personal bests to foreign language learning	46
Developing resilience among Chinese and Iranian EFL teachers: A multi-dimensional cross-cultural study	45
Modeling the relationship between classroom emotions, motivation, and learner willingness to communicate in EFL: applying a holistic approach of positive psychology in SLA research	43
Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: a structural equation modeling approach	42
Investigating the interplay of Chinese EFL teachers’ proactive personality, flow, and work engagement	41
Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students	41
Modelling the contribution of English language learners’ academic buoyancy and self-efficacy to L2 grit: evidence from Iran and China	40
Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour	39
Foreign language enjoyment: a longitudinal confirmatory factor analysis–curve of factors model	38
Modeling the associations between EFL teachers’ immunity, L2 grit, and work engagement	31
Modeling the interplay of EFL learners’ basic psychological needs, grit and L2 achievement	31
Can family language policy predict linguistic, socio-emotional and cognitive child and family outcomes? A systematic review	29
English medium instruction, identity construction and negotiation of Teochew-speaking learners of English	28
Informal digital learning of English and L2 willingness to communicate: roles of emotions, gender, and educational stage	23
Interactions of trait emotional intelligence, foreign language anxiety, and foreign language enjoyment in the foreign language speaking classroom	23
The family as a space: multilingual repertoires, language practices and lived experiences	22
Official bilingualism in a multilingual nation: a study of the 2030 bilingual nation policy in Taiwan	21
Positive psychology constructs and Extramural English as predictors of primary school students’ willingness to communicate	21
Mindsets and family language pressure: language or anxiety transmission across generations?	20
Who owns English medium instruction?	20
Motivational beliefs of urban and rural students in English as a foreign language learning: the case of China	20
A longitudinal study of the subdomains of boredom in practical English language classes in an online setting: A factor of curves latent growth modeling	19

Foreign Language Enjoyment as a mediator between Informal Digital Learning of English and willingness to communicate: a sample of Hong Kong EFL secondary students	19
Language for learning? International students’ doctoral writing practices in China	18
An investigation into the association between student-perceived affective teacher variables and students’ L2-Grit	18
Do positive emotions prompt students to be more active? Unraveling the role of hope, pride, and enjoyment in predicting Chinese and Iranian EFL students’ academic engagement	18
Emotions in online language learning: exploratory findings from an ab initio Korean course	17
Unfolding the subjectivity of foreign language enjoyment in online classes: A Q methodology study	17
Vietnamese-Australian parents: factors associated with language use and attitudes towards home language maintenance	16
Accentism: English LX users of migrant background in Australia	16
Family language policy among second- and third-generation Turkish parents in Melbourne, Australia	16
Challenging the ‘Dual’: designing translanguaging spaces in a Mandarin-English dual language bilingual education program	16
Negotiation of native linguistic ideology and cultural identities in English learning: a cultural schema perspective	15
Developing EMI teachers through a collaborative research model	15
A cross-lagged panel analysis of self-efficacy, teacher grit, teaching enjoyment, and work engagement among foreign language teachers	15
Transformative positive psychology in the acquisition of additional languages	14
The relation between Foreign Language Enjoyment, subjective well-being, and perceived stress in multilingual students	14
‘English is like a credit card’: the workings of neoliberal governmentality in English learning in Pakistan	14
‘You are Iranian even if you were born on the moon’: family language policies of the Iranian diaspora in the UK	14
Using a web-based multilingual platform to support elementary refugee students in mathematics	14
Navigating the instructional settings of EMI: a spatial perspective on university teachers’ experiences	14
English medium instruction in Moroccan universities: implications for multilingualism, linguistic dependency and epistemic justice	14
The role of enjoyment and boredom in shaping English language achievement among ethnic minority learners	13
Learning and communication in online international higher education in Hong Kong: ICT-mediated translanguaging competence and virtually translocal identity	13
The translanguaging practices of expert Indian teachers of English and their learners	13
Challenges and possibilities in English language learning of rural lower-class Chinese college students: the effect of capital, habitus, and fields	13
Enclosing native speakerism: students’, parents’ and teachers’ perceptions of language teachers	13
Is multilingualism linked to a higher tolerance of homosexuality? Evidence from a national survey	12
Willingness to communicate in a multilingual context: part one, a time-serial study of developmental dynamics	12
Family language policy on holiday: four multilingual signing and speaking families travelling together	12
Multilingual education in minority-dominated regions in Xinjiang, People’s Republic of China	12
Social judgement of L2 accented speech stereotyping and its influential factors	12
Indigenous language revitalization using TEK-nology : how can traditional ecological knowledge (TEK) and technology support intergenerational language transmission?	12
What can interactional sociolinguistics bring to the family language policy research table? The case of a Malay family in Singapore	11
Native-speakerism in English language teaching: ‘native speakers’ more likely to be invited as conference plenary speakers	11
Fear and shame: students’ experiences in English-medium secondary classrooms in Tanzania	11
‘Ba-SKY-aP with her each day at dinner’: technology as supporter in the learning and management of home languages	11
Opportunity or inequality? The paradox of French immersion education in Canada	11
Demystifying the predictive role of students’ perceived foreign language teacher support in foreign language anxiety: The mediation of L2 grit	11
The prestige and perceived value of home languages. Insights from an exploratory study on multilingual speakers’ own perceptions and experiences of linguistic discrimination	10
Mindsets as predictors for Chinese young language learners’ negative emotions in online language classes during the pandemic: mediating role of emotion regulation	10
Ethnicity is in the blood, not in the language: exploring Korean-Chinese bilingual families’ multilingual planning	10
Intergenerational differences in family language policy of Turkish families in the Netherlands	10
“I'm embarrassed and scared to speak a different language”: The complex language beliefs and emotions of bi/multilingual children of immigrants in monolingual U.S. schools	10
Language attitudes: construct, measurement, and associations with language achievements	10
Introduction: in the shadow of the standard. Standard language ideology and attitudes towards ‘non-standard’ varieties and usages	10
Turkish heritage families in Sweden: language practices and family language policy	9
‘So, only relying on English is still troublesome’: a critical examination of Japan’s English medium instruction policy at multiple levels	9
Dynamicity of EFL learners’ willingness to communicate in an online class	9
Teachers’ experiences of English-medium instruction in higher education: a cross case investigation of China, Japan and the Netherlands	9
Antecedents and effects of students’ enjoyment and boredom in synchronous online English courses	9
Bridging imagination and informal digital learning of English: a mixed-method investigation	9

Exploring multilingual awareness development in learners of multiple foreign languages: a social cognitive perspective	9
Plurilingual and pluricultural as the new normal: an examination of language use and identity in the multilingual city of Montreal	9
Multilingual youths’ digital activism through multimodal composing in the post-pandemic era	9
Research trends in English as a medium of instruction: a bibliometric analysis	9
Towards deeper learning in EMI lectures: the role of English proficiency and motivation in students’ deep processing of content knowledge	9
Developing and validating Precursors of Students’ boredom in EFL classes: an exploratory sequential mixed-methods study	9
Opportunities and challenges of positionality in quantitative research: overcoming linguistic and cultural ‘knowledge gaps’ thanks to ‘knowledgeable collaborators’	9
School students’ beliefs about the benefits of multilingualism	9
Neoliberalism, native-speakerism and the displacement of international students’ languages and cultures	9
Transnational language teachers’ emotional vulnerability and professional identity construction: an ecological perspective	8
Unpacking preservice teachers’ beliefs about students’ home languages: what matters in initial teacher education?	8
Investigating English-medium instruction for international students in China	8
Rivers of multilingual reading: exploring biliteracy experiences among 8-13-year old heritage language readers	8
Achievement emotions and control-value appraisals in foreign language learning	8
Professional development in English-medium instruction: faculty attitudes in South Korea and Japan	8
Exploring the multilingual family repertoire: ethnographic approaches	8
The role of the teacher in heritage language maintenance courses in Finland	8
Glocalization in CLIL: analyzing the training needs of in-service CLIL teachers in Taiwan and Spain	8
Examining the mediation of engagement between self-efficacy and language achievement	8
Understanding Chinese second language learners’ foreign language learning boredom in online classes: its conceptual structure and sources	7
Understanding pre-adolescent learners’ foreign language enjoyment: a mixed-methods study on Chinese primary school students of English	7
‘I feel a sense of solidarity when speaking Teochew’: unpacking family language planning and sustainable development of Teochew from a multilingual perspective	7
Perceptions of identity, language abilities and language preferences among Russian-Hebrew and English-Hebrew bilingual children and their parents	7
Translanguaging spaces as safe space for psycho-social support in refugee settings in the Kurdistan region of Iraq	7
Short-term and long-term study abroad: The impact on language learners’ intercultural communication, L2 confidence, and sense of L2 self	7
Problematising English monolingualism in the ‘multicultural’ university: a Bourdieusian study of Chinese international research students in Australia	7
Variation in attitudes towards codeswitching and codeswitching frequency among multilingual speakers	7
Chinese language learning motivation: a study of individual-contextual interactions	7
Motivation for LOTE learning: a cross-country comparison of university learners of French	7
Mixed-heritage individuals’ encounters with raciolinguistic ideologies	7
The impact of English-medium instruction on university student performance	7
‘It has to be in a natural way’: a critical exploration of co-teaching relationships in trilingual preschool classrooms in Hong Kong	7
Methodological implications of participant and researcher multilingualism: making language dynamics visible	7
Local teachers’ English-German codeswitching in English-medium instruction (EMI): voices from international students at a German university	7
The linguistic landscape of Chinatowns in Canada and the United States: a translational perspective	7
Self-guides, enjoyment, gender, and achievement: a survey of Chinese EFL high school students	7
Assessing content knowledge through L2: mediating role of language of testing on students’ performance	7
Navigating partially shared linguistic repertoires: attempts to understand centre and periphery in the scope of family language policy	7
Language awareness as a resource for multilingual individuals’ learning about culture: a case study in the Javanese context	7
Minority Language Revitalization and Social Media through the Lens of Covid-19 in Yunnan and Gansu, western China	7
From my parents’ language to my language: understanding language ideologies of young Australian Korean heritage language learners at the primary and secondary school level	7
Interrogating critical digital literacies in the Chinese context: insights from an ethnographic case study	7
Pedagogic affect and African international students’ attunement to Chinese language learning	7
The role of grit and enjoyment in EFL learners’ willingness to communicate in Saudi Arabia and Morocco: a cross-cultural study	7
A cross-cultural examination of the role of enjoyment and passion in bilingual English teachers’ desire for professional development: evidence from Iran and Kuwait	7
Willingness to communicate in a multilingual context: part two, person-context dynamics	6
Some antecedents of directed motivational currents in a foreign language	6
An evaluation of English-medium instruction in higher education: influencing factors and effects	6
Towards conceptualizing linguistic identities in English as a lingua franca communication: the experiences of multilingual international students in a Hong Kong university	6
‘We learned to be compassionate’: pre-service teachers’ perceptions of teaching immigrant children	6
‘I never knew I could have so many future possibilities’: a case study of an ethnic minority student in mainstream higher education in China	6
‘I have been dreaming about Chinese becoming the number one language in the world’: Chinese language educators’ language ideologies in Myanmar	6
Translanguaging in performance or performance in translanguaging	6
New wine in new bottles? L2 Grit in comparison to domain-general Grit, Conscientiousness, and Cognitive Ability as a predictor of language learning	6
Development of metacognitive knowledge and morphological awareness: a longitudinal study of ethnic minority multilingual young learners in China	6
Development and validation of a parent belief and attitude questionnaire on supporting young children's English as a second/foreign language development	6
Is bilingualism linked to national identity? Evidence from a big data survey	6
Student engagement with automated feedback on academic writing: a study on Uyghur ethnic minority students in China	6
Identity, agency, and investment in Chinese students’ English naming practices	6
Creating positive learning communities for diasporic indigenous students	6
The role of informal digital learning of Korean in KFL students’ willingness to communicate	6
Language and employment in Ghana: capturing the multilingual reality	6
EFL teachers’ immunity: a case of online language teaching	6
Empowering English learners in the classroom through culturally responsive social-emotional teaching practices	6
Hidden ideologies in elite English education in South Korea	6
‘It’s difficult but important’: toward a model of African students’ Chinese language identity development in higher education	6
(Non-)participation and identity negotiation: Sophie’s L2 learning and use experiences in China	6
Motivation for learning Chinese in a study abroad context: Vietnamese students in Taiwan	6
Exploring transcultural competence in the internationalised university classroom: the role of intercultural friendships and plurilingualism in the construction of a transcultural identity	5
Raptors Vs. Bucktees: the Somali influence onToronto Slang*	5
Persian immigrants’ language choice for swearing: the effects of socio-biographical variables and personality traits	5
Language choice and academic publishing: a social-ecological perspective on languages other than English	5
‘The culture of China is broad and profound, with all rivers flowing into the sea’: Plurilingual and pluricultural competence and identity among university students in China	5
Content lecturer and quality interaction in EMI university classrooms: a longitudinal case study	5
Ethnic minority language policies and practices in China: revisiting Ruiz’s language orientation theory through a critical biliteracy lens	5
‘Call me “Katy” instead of “Yueyun”’: English names among Chinese international students in Canada	5
Diversification, desire, and hierarchization of unequal Englishes on online eikaiwa	5
The Malays of Brunei: an investigation of their family language policies	5
‘Linguistic safe spaces and stepping stones: rethinkingmudesto Catalan through the lens of space’	5
Chinese-English dual language bilingual education in the United States美国中英双语沉浸式教学	5

Family language policy of second-generation Turkish parents in France	5
Using corpus linguistics to investigate agency and benign neglect in organisational language policy and planning: the United Nations as a case study	5
The relationships between participation in intercultural activities on campus, whole-person development, and academic achievement: a mixed-methods study	5
Silence and silencing in the classroom: Rwandan girls’ epistemic exclusion in English medium basic education	5
Contextualising the Russian to Hebrew language shift in three generations of Russian Israelis	5
Differences between CLIL and non-CLIL students: motivation, autonomy and identity	5
The mediating effect of self-efficacy between teacher emotional support and interaction engagement in EFL learning	5
Motivational profiles of Chinese university students majoring in Spanish: a comparative study	5
Linguistic outcomes of language accountability and points-based system for multilingual skilled immigrants in Canada: a critical language-in-immigration policy analysis	5
Including children's voice in family language policy: an exploration of the tensions between mothers’ and children's language beliefs	5
Identity and belonging among racialised migrant teachers of English in Thailand	5
Chinese pre-service English teachers’ beliefs about English as an international language (EIL)	5
Promoting EFL learners’ willingness to communicate through transmediation in a digital storytelling workshop	5
Monolingual cringe and ideologies of English: Anglophone migrants to Luxembourg draw their experiences in a multilingual society	5
English-medium instruction (EMI) teachers as ‘curriculum makers’ in Chinese higher education: a textual analysis	5
Linguistic landscape as a way to reflect the tension between mandated language policies and residents’ language preferences: the case of Kashgar in China	5
Engagement and willingness to communicate in the L2 classroom: identifying the latent profiles and their relationships with achievement emotions	5
The predictive effect of perceived teacher support on college EFL learners’ online learning engagement: autonomous and controlled motivation as mediators	5
The promise and resilience of multilingualism: language ideologies and practices of Polish-speaking migrants in the UK post the Brexit vote	5
Heritage language maintenance and shift of three languages across three generations of Mountain Jews in Israel	5
English as a lingua franca in Japan: multilingual postgraduate students’ attitudes towards English accents	5
The development and validation of a scale for measuring L2 learning experience: the underappreciated element of the L2 motivational self system	5
Investigating language identities of international postgraduate students in Britain: a qualitative inquiry	5
Belonging in Australian primary schools: how students from refugee backgrounds gain membership	5
Student language mixing practices in English medium instruction courses at elite universities in South Korea	4
Family language policy and bilingual parenting in multilingual Singapore: latent profiles and its predictors	4
‘Having a decent understanding of more than one language’: exploring multilingualism with secondary school students in England	4
National identity and multilingualism: a survey of Chinese Mongolian university students	4
Rethinking the neofalante framework; a critical approach from the Galician case	4
Translanguaging spaces and multilingual public writing in Zambia: tracing change in the linguistic landscape of Ndola on the Copperbelt	4
Understanding how language revitalisation works: a realist synthesis	4
Critical language awareness in teacher education: an experiment at the intersection of language, identity, and ideologies	4
The role of English in South African multilinguals’ linguistic repertoires: a cluster-analytic study	4
Extending the scope of the ‘cognitive advantage’ hypothesis: multilingual individuals show higher flexibility of goal adjustment	4
Responding to migration-related diversity in the classroom: a comparison of diversity-sensitive approaches to stimulate word acquisition in early FL teaching	4
The French language: monocentric or pluricentric? Standard language ideology and attitudes towards the French language in twentieth-century language columns in Quebec	4
Accessing a global community through L2 learning: a comparative study on the relevance of international posture to EFL and LOTE students	4
The multilingual lived experience of Mongol-Chinese in China	4
Activating new speakers: research among Spain's historic linguistic minorities	4
Students’ attitudes toward language learning and use in English-medium instruction (EMI) environments: a mixed methods study	4
Language ideologies and second language acquisition: the case of French long-term residents in Sweden	4
Minority language testing: the social impact of the Zhuang language proficiency test in China	4
Language attitudes in linguistically diverse contexts: Implications for mother tongue education programme in Central Mindanao, Philippines	4
The Language Quadriptych in content and language integrated learning: findings from a collaborative action research study	4
Boredom in online foreign language classrooms: Antecedents and solutions from students’ perspective	4
‘I will be more inclusive towards students from different backgrounds’ – exploring Chinese teachers’ language ideologies and views about teaching Mandarin	4
Task engagement in second language acquisition: a questionnaire development and validation study	4
Making meaning of multilingualism at work: from competence to conviviality	4
School inclusion, young migrants and language. Success and obstacles in mainstream learning in France and New Zealand	4
Language tensions and unseen languages in a multilingual university: the perspectives of university lecturers	4
Enhancing English learning materials with data-driven learning: a mixed-methods study of task motivation	4
Families in flux: at the nexus of fluid family configurations and language practices	4
‘I think my parents like me being bilingual’: Cantonese–English DLBE upper elementary students mediating parental ideologies about multilingualism	4
Dragon Ballon the Basque public TV: influence on viewers’ language attitudes and practices	4
Linguistically responsive reciprocal teaching in primary school: effectiveness of an intervention study on students’ Reading competence	4
Exploring linguistic stereotyping of international students at a Canadian university	4
Extending the cognitive advantage hypothesis: a conceptual replication study of the relationship between multilingualism and flexible goal adjustment	4
Linguistic landscape of immigrants in Japan: a case study of Japanese Brazilian communities	4
Immigrants’ and refugees’ ‘funds of knowledge(s)’ on the path to intercultural competence	4
Chinese dual-language bilingual education teachers’ pedagogical and languaging practices in American immersion schools	4
‘What’s the problem? I am happy that you are my customer!’ African immigrant women’s emotional labour and resilience in a multilingual workplace	4
Mindfulness and foreign language learners’ self-perceived proficiency: the mediating roles of anxiety and burnout	4