System

Article	Citations
Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions	396
Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers	184
Remote teaching during COVID-19: Implications from a national survey of language educators	169
Boredom in online classes in the Iranian EFL context: Sources and solutions	140
College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language	107
Investigating factors responsible for boredom in English classes: The case of advanced learners	79
Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context	67
Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian?	65
The predictive effects of classroom environment and trait emotional intelligence on Foreign Language Enjoyment and Anxiety	63
Teachers’ beliefs about multilingualism in a course on translanguaging	56
Bringing the outside in: Connecting students’ out-of-school knowledge and experience through translanguaging in Hong Kong English Medium Instruction mathematics classes	56
Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers	54
Trait emotional intelligence, positive and negative emotions in first and foreign language classes: A mixed-methods approach	50
Implementing pedagogical translanguaging in trilingual schools	49
Exploring L2 grit in the Chinese EFL context	48
Exploring EFL teacher resilience in the Chinese context	48
A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context	48
Pedagogical translanguaging: An introduction	47
Predictors of English Medium Instruction academic success: English proficiency versus first language medium	46
Exploring “Flow” in young Chinese EFL learners’ online English learning activities	45
The antecedents of boredom in L2 classroom learning	44
Hong Kong secondary students’ self-regulated learning strategy use and English writing: Influences of motivational beliefs	43
Understanding English teachers’ non-volitional use of online teaching: A Chinese study	42
Developing literacy or focusing on interaction: New Zealand students’ strategic efforts related to Chinese language learning during study abroad in China	40
Translanguaging pedagogy in teaching English for Academic Purposes: Researcher-teacher collaboration as a professional development model	39

Pedagogical translanguaging in a multilingual English program in Canada: Student and teacher perspectives of challenges	39
Language learners’ enjoyment and emotion regulation in online collaborative learning	38
The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language	38
Ideal L2 self and willingness to communicate: A moderated mediation model of shyness and grit	36
Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors	36
Why stories matter: Exploring learner engagement and metacognition through narratives of the L2 learning experience	36
Learning Chinese as a second language in China: Positive emotions and enjoyment	35
Language teacher agency in emergency online teaching	35
A latent profile analysis of EFL learners’ self-efficacy: Associations with academic emotions and language proficiency	35
The interaction patterns of pandemic-initiated online teaching: How teachers adapted	34
Effect of interaction strategy instruction on learner engagement in peer interaction	34
The impact of a professional development program on EFL teachers’ beliefs about corrective feedback	33
Synchronous online teaching, a blessing or a curse? Insights from EFL primary students’ interaction during online English lessons	33
Doing expertise multilingually and multimodally in online English teaching videos	32
Teaching and learning languages online: Challenges and responses	32
Classroom interaction in EMI high schools: Do teachers who are native speakers of English make a difference?	32
Research on learning and teaching of languages other than English in System	31
High school to university transitional challenges in English medium instruction in Japan	31
Second language writing instructors’ feedback practice in response to automated writing evaluation: A sociocultural perspective	31
Developing awareness of Global Englishes: Moving away from ‘native standards’ for Thai university ELT	30
Relationship between self-efficacy and language proficiency: A meta-analysis	30
Reducing anxiety in the foreign language classroom: A positive psychology approach	29
Students’ academic language-related challenges in English Medium Instruction: The role of English proficiency and language gain	29
Studying Chinese language in higher education: The translanguaging reality through learners’ eyes	29
Multimodal pedagogy in TESOL teacher education: Students’ perspectives	28
The predictive power of sociobiographical and language variables on foreign language anxiety of Chinese university students	27
Models of EMI pedagogies: At the interface of language use and interaction	27
Digital affordances and teacher agency in the context of teaching Chinese as a second language during COVID-19	27
Effects of ASR-based websites on EFL learners’ vocabulary, speaking anxiety, and language enjoyment	26
Pushing the edge in narrative inquiry	26
Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports	26
Chinese character instruction online: A technology acceptance perspective in emergency remote teaching	25
Grit and motivation for learning English among Japanese university students	25
Addressing the challenges of interaction in online language courses	25
Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors	25
Book review	24
Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns	24
Digital competence and online language teaching: Hong Kong language teacher practices in primary and secondary classrooms	24
The role of emotion labor in English language teacher identity construction: An activity theory perspective	24
Implementing Assessment for Learning (AfL) in Chinese university EFL classes: Teachers’ values and practices	24
Exploring the relationship between foreign language motivation and achievement among primary school students learning English in China	24
Foreign language anxiety and translanguaging as an emotional safe space: Migrant English as a foreign language learners in Australia	23
Understanding English language learning in tertiary English-medium instruction contexts in China	23
Exploring young learners’ engagement with models as a written corrective technique in EFL and CLIL settings	23
Methodological orientations, academic citations, and scientific collaboration in applied linguistics: What do research synthesis and bibliometrics indicate?	22
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language	22
When language teacher emotions and language policy intersect: A critical perspective	22
Interactive e-book reading vs. paper-based reading: Comparing the effects of different mediums on middle school students’ reading comprehension	22
Motivational profiles and learning experience across Chinese language proficiency levels	22
Investigating language learners’ emotion-regulation strategies with the help of the vignette methodology	21

What linguistic features distinguish and predict L2 writing quality? A study of examination scripts written by adolescent Chinese learners of English in Hong Kong	21
Vocabulary in high-school EFL textbooks: Texts and learner knowledge	21
Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment	20
From English as the medium to English as a medium: Perspectives of EMI students in Qatar	20
A framework for positioning analysis: From identifying to analyzing (pre)positions in narrated story lines	20
Investigating the impact of linguistic and non-linguistic factors on EMI academic success	20
Young EFL learners and collaborative writing: A study on patterns of interaction, engagement in LREs, and task motivation	20
Self-regulated listening of students at transition from high school to an English medium instruction (EMI) transnational university in China	20
Translanguaging in Conjunction with language revitalization	19
Syntactic complexity in assessing young adolescent EFL learners’ writings: Syntactic elaboration and diversity	19
Opening minds to translanguaging pedagogies	19
Measuring Chinese junior high school students' language mindsets: What can we learn from young EFL learners’ beliefs in their language ability?	19
A review of recent research in EFL motivation: Research trends, emerging methodologies, and diversity of researched populations	19
Using model texts as a form of feedback in L2 writing	19
Effects of teacher’s personality traits on EFL learners’ foreign language enjoyment	18
‘You just appreciate every little kindness’: Chinese language teachers’ wellbeing in the UK	18
A diachronic analysis of explicit definitions and implicit conceptualizations of language learning strategies	18
Having a single language interest autonomously predicts L2 achievement: Addressing the predictive validity of L2 grit	18
Explaining individual differences in young English language learners’ vocabulary knowledge: The role of Extramural English Exposure and motivation	18
Critical language teacher education: A duoethnography of teacher educators’ identities and agency	17
Types of social media activities and Hong Kong South and Southeast Asians Youth’s Chinese language learning motivation	17
Predicting the emotional labor strategies of Chinese English Foreign Language teachers	16
The effect of highly focused versus mid-focused written corrective feedback on EFL learners’ explicit and implicit knowledge development	16
Investigating the interrelationship between rated L2 proficiency and linguistic complexity in L2 speech	16
An investigation into EFL learners’ motivational dynamics during a group communicative task: A classroom-based case study	16
The emergence of boredom in an online language class: An ecological perspective	16
Humour strategies in teaching Chinese as second language classrooms	16
Profiles of motivation and engagement in foreign language learning: Associations with emotional factors, academic achievement, and demographic features	16
Teachers in automated writing evaluation (AWE) system-supported ESL writing classes: Perception, implementation, and influence	16
Comparing incidental vocabulary learning from reading-only and reading-while-listening	16
The emotional landscape of online teaching: An autoethnographic exploration of vulnerability and emotional reflexivity	16
Syntactic complexity of research article part-genres: Differences between emerging and expert international publication writers	16
Effects of a xu-argument based iterative continuation task on an EFL learner’s linguistic and affective development: Evidence from errors, self-initiated error corrections, and foreign language learni	16
A review of the methodological quality of quantitative mobile-assisted language learning research	16
Parental support for young learners’ online learning of English in a Chinese primary school	16
Research trends in ‘trans-’ studies on writing: A bibliometric analysis	15
Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective	15
English Medium Instruction (EMI) lecturer support needs in Japan and China	15
Translanguaging/trans-semiotizing in teacher-learner interactions on social media: Making learner agency visible and achievable	15
The impact of Google Translate on L2 writing quality measures: Evidence from Chilean EFL high school learners	15
Pre-service language teacher wellbeing as a complex dynamic system	15
Metacognitive strategy use in L2 writing assessment	15
Does asking learners to revise add to the effect of written corrective feedback on L2 acquisition?	15
A methodological review of qualitative research syntheses in CALL: The state-of-the-art	15
Exploring the use of models as a written corrective feedback technique among EFL children	15
Mobile-assisted language learning (MALL) research trends and patterns through bibliometric analysis: Empowering language learners through ubiquitous educational technologies	14
The effect of hands-on and hands-off data-driven learning on low-intermediate learners’ verb-preposition collocations	14
Tibetan CSL learners’ L2 Motivational Self System and L2 achievement	14
Can engaging L2 teachers as material designers contribute to their professional development? findings from Colombia	14
The interconnection between second language teachers’ language assessment literacy and professional agency: The mediating role of institutional policies	14
Towards crosslinguistic pedagogy: Demystifying pre-service teachers’ beliefs regarding the target-language-only rule	14
Grit, emotions, and their effects on ethnic minority students’ English language learning achievements: A structural equation modelling analysis	14
Rescuing “emotion labor” from (and for) language teacher emotion research	14
The effects of in-class debates on argumentation skills in second language education	14
Engagement in the foreign language classroom: Micro and macro perspectives	14
Stance and engagement in English and Arabic research article abstracts	14
Learners' flow experience during peer revision in a virtual writing course during the global pandemic	14
The impact of collaborative listening to podcasts on high school learners’ listening comprehension and vocabulary learning	13
The development of receptive vocabulary in CLIL vs EFL: Is the learning context the main variable?	13
“I'm a salesman and my client is China”: Language learning motivation, multicultural attitudes, and multilingualism among university students in Kazakhstan and Uzbekistan	13
Enhancing EFL vocabulary learning with multimodal cues supported by an educational robot and an IoT-Based 3D book	13
Exploring the role of English proficiency, self-efficacy, and motivation in listening for learners transitioning to an English-medium transnational university in China	13
“I took physical lessons for granted”: A case study exploring students’ interpersonal interactions in online synchronous lessons during the outbreak of COVID-19	13
Innovating language curriculum design through design thinking: A case study of a blended learning course at a Colombian university	13
Chinese ESL learners’ perceptual errors of English connected speech: Insights into listening comprehension	13
Planning conditions (strategic planning, task repetition, and joint planning), cognitive task complexity, and task type: Effects on L2 oral performance	13
Emotion and identity construction in teachers of young learners of English: An ecological perspective	12
Predicting content proficiency through disciplinary-literacy variables in English-medium writing	12
Examining whether learning outcomes are enhanced when L2 learners’ cognitive styles match listening instruction methods	12
Epistemic agency, a double-stimulation, and video-based learning: A formative intervention study in language teacher education	12
Comparing the merits of word writing and retrieval practice for L2 vocabulary learning	12
Form and rhetorical function of phrase-frames in promotional writing: A corpus- and genre-based analysis	12
Collage of confusion: An analysis of one university’s multiple plagiarism policies	12
Interrelationships of motivation, self-efficacy and self-regulatory strategy use: An investigation into study abroad experiences	12
When CLIL is for all: Improving learner motivation through peer-tutoring in Mathematics	12
A systematic narrative review of International Posture: What is known and what still needs to be uncovered	12
Unravelling students’ perceived EFL teacher support	11
Communicative pronunciation teaching: Insights from the Vietnamese tertiary EFL classroom	11
Foreign language enjoyment, ideal L2 self, and intercultural communicative competence as predictors of willingness to communicate among EFL learners	11
The possibility of improving automated calculation of measures of lexical richness for EFL writing: A comparison of the LCA, NLTK and SpaCy tools	11

Why do you choose to teach Chinese as a second language? A study of pre-service CSL teachers’ motivations	11
“We were told that the content we delivered was not as important:” disconnect and disparities in world language student teaching during COVID-19	11
Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective	11
Navigating ethical challenges in second language narrative inquiry research	11
Vocabulary size and depth as predictors of second language speaking ability	11
Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset	11
Student engagement with teacher written feedback: Insights from low-proficiency and high-proficiency L2 learners	11
University graduates’ transition into the workplace: How they learn to use English for work and cope with language-related challenges	10
The effect of task complexity on integrated writing performance: The case of multiple-text source-based writing	10
The effect of self-regulated writing strategies on students’ L2 writing engagement and disengagement behaviors	10
English for Da'wah? L2 motivation in Indonesian pesantren schools	10
Why so nervous? Revisiting the sources of speech anxiety in Chinese as a second language	10
Teacher agency in perceiving affordances and constraints of videoconferencing technology: Teaching primary school students online	10
Enhancing the content- and language-integrated multiple literacies framework: Systemic functional linguistics for teaching regional diversity	10
Brain changes associated with language development and learning: A primer on methodology and applications	10
Uncovering the hidden face of narrative analysis: A reflexive perspective through MAXQDA	10
Covid-19 as a critical incident: Reflection on language assessment literacy and the need for radical changes	10
The effect of a digital game-based learning task on the acquisition of the English Article System	10
The effect of input characteristics and individual differences on L2 comprehension of authentic and modified listening tasks	10
Managing classroom misbehaviours in the Hong Kong English Medium Instruction secondary classrooms: A translanguaging perspective	9
Stimulating learner engagement in app-based L2 vocabulary self-study: Goals and feedback for effective L2 pedagogy	9
Examining differences between pre- and in-service teachers’ cognition when lesson planning	9
Examining the potential of digital flashcards to facilitate independent grammar learning	9
Influences of process-based instruction on students’ use of self-regulated learning strategies in EFL writing	9
Aligning higher education language policies with lecturers’ views on EMI practices: A comparative study of ten European Universities	9
The role of learner creativity in L2 semantic fluency. An exploratory study	9
Experienced EFL teachers switching to online teaching: A case study from China	9
How can EFL teachers make their questions more interactive with students? Interpersonal patterns of teacher questions	9
Space in narrative inquiry on second language learning	9
Homophones facilitate lexical development in a second language	9
Effects of attention to segmental vs. suprasegmental features on the speech intelligibility and comprehensibility of the EFL learners targeting the perception or production-focused practice	9
Combining computer-mediated communication with data-driven instruction: EFL learners’ pragmatic development of compliment responses	9
Recurrent restorying through language teacher narrative inquiry	9
The effects of task complexity on lexical complexity in L2 writing: An exploratory study	8
Effects of n-grams on the rated L2 writing quality of expository essays: A conceptual replication and extension	8
Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts	8
Comparing L2 learners’ writing against parallel machine-translated texts: Raters’ assessment, linguistic complexity and errors	8
Investigating the effects of cognitive linguistic approach in developing EFL learners’ pragmatic proficiency	8
Mining opinions on LMOOCs: Sentiment and content analyses of Chinese students’ comments in discussion forums	8
The role of mixed emotions in language learning and teaching: A positive psychology teacher intervention	8
Preschool English teachers gaining bilingual competencies in a monolingual context	8
Negotiation of emotions in emerging language teacher identity of graduate instructors	8
Exploring first-year university students’ learning journals: Conceptions of second language self-concept and self-efficacy for academic writing	8
The effect of spacing on incidental and deliberate learning of L2 collocations	8
Exploring the intricate relationship between foreign language anxiety, attention and self-repairs during L2 speech production	8
Putting translanguaging into practice: A view from England	8
Improving self-efficacy beliefs and English language proficiency through a summer intensive program	8
Early Chinese heritage language learning in Canada: A study of Mandarin- and Cantonese-speaking children's receptive vocabulary attainment	8
Multimodality in the classroom presentation genre: Findings from a study of Turkish psychology undergraduate talks	8
Being a YouTuber that language learners recognize: A study on constructing language teacher identities in social media community of practice	8
A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers’ beliefs and practices regarding vocabulary teaching and learning	8
Local culture and locally produced ELT textbooks: How do teachers bridge the gap?	8
Are learners ready for Englishes in the EFL classroom? A large-scale survey of learners’ views of non-standard accents and teachers’ accents	8
The case for Culturally and Linguistically Relevant Pedagogy: Bilingual Reading to learn for Spanish-Speaking immigrant mothers	8
The effect of visuospatial designing elements of zoomable user interfaces on second language vocabulary acquisition	8
Autobiography writing instruction: The journey of a teacher participating in a systemic functional linguistics genre pedagogy professional development	8
Effects of peer collaboration on EFL learners’ comprehension of conversational implicatures	8
The impact of early foreign language learning on language proficiency development from middle to high school	8
Exploring students’ demotivation and remotivation in learning English	8
Protecting and enhancing willingness to communicate with idiodynamic peer-peer strategy sharing	8
The effects of individual differences in field dependence/independence and analogical reasoning for L2 instruction	7
Explicit instruction for the development of L2 Spanish pragmatic ability during study abroad	7
Developing a task-based approach to assessment in an Asian context	7
Managing language issue in second language storytelling	7
MC listening questions vs. integrated listening-to-summarize tasks: What listening abilities do they assess?	7
Materializing narratives: The story behind the story	7
Nonlinearity and inter- and intra-individual variability in the extent of engagement in self-reflection and its role in second language writing: A multiple-case study	7
Examining the underlying structure of after-class boredom experienced by English majors	7
Instanarratives: Stories of foreign language learning on Instagram	7
L2 development of phraseological knowledge via a xu-argument based continuation task: A latent curve modeling approach	7
Exploring engagement of users of Global Englishes in a community of inquiry	7
SFL pedagogies in language education: Special issue introduction	7
Using corpus analysis to extend experimental research: Genre effects in L2 writing	7
Rhetorical and phraseological features of research article introductions: Variation among five social science disciplines	7
A helping hand for thinking and speaking: Effects of gesturing and task planning on second language narrative discourse	7
Listening strategies in the English Medium Instruction (EMI) classroom: How students comprehend the teacher input	7
Knowing me, knowing you: A comparative study on the effects of anonymous and conference peer feedback on the writing of learners of English as an additional language	7
New teaching strategies from student teachers’ pedagogical conceptual change in CALL	7
Learning to listen strategically: Developing a listening comprehension strategies questionnaire for learning English as a global language	7
Proficiency and pragmatic production in L2 Chinese study abroad	7
The progression of collaborative argumentation among English learners: A qualitative study	7
Person factors and strategic processing in L2 listening comprehension: Examining the role of vocabulary size, metacognitive knowledge, self-efficacy, and strategy use	7
Effects of multidimensional foreign language reading anxiety on achievement in Japanese EFL classrooms	7
Teachers' beliefs on multilingualism in the Basque Country: Basque at the core of multilingual education	7
The impact of task complexity on patterns of interaction during web-based asynchronous collaborative writing tasks	6
Multimodal alignment in telecollaboration: A methodological exploration	6
Effects of a professional development program on teachers’ oral corrective feedback practices	6
Classroom discourse in lower secondary French-as-a-foreign-language classes in Norway: Amounts and contexts of first and target language use	6
Emotion(less) textbooks? An investigation into the affective lexical content of EFL textbooks	6
Altered speech act indication: A problem for foreign language learners?	6
Productive versus receptive L2 knowledge of polysemous phrasal verbs: A comparison of determining factors	6
Professional development for English-medium instruction professors at Korean universities	6
Examining students’ reflections on a collaborative online international learning project in an ICLHE context	6
Understanding EFL reading anxiety in relation to learning motivation, attitudes and strategies for Chinese and Spanish undergraduates	6
Incidental learning of a grammatical feature from reading by Japanese learners of English as a foreign language	6