System

Article	Citations
Book review	264
“I thought we weren't in Spain!”: Discursive negotiations of realness in a foreign language classroom	190
Having a single language interest autonomously predicts L2 achievement: Addressing the predictive validity of L2 grit	179
Students' progressive behavioral learning patterns in using machine translation systems – A structural equation modeling analysis	103
Mapping connections among activism interactional practices and presence in videoconferencing language learning	87
Foreign language enjoyment and willingness to communicate: The mediating roles of communication confidence and motivation	78
Intensity matters in CLIL: Evidence from primary school learners’ receptive skills	69
Within- and out-of-school FL exposure and learning: An expectancy-value theory perspective on FL listening motivation	69
Stance and engagement in English and Arabic research article abstracts	66
Influences of process-based instruction on students’ use of self-regulated learning strategies in EFL writing	64
Grit, emotions, and their effects on ethnic minority students’ English language learning achievements: A structural equation modelling analysis	59
Exploring the relationship between behavior matching and interlocutor perceptions in L2 interaction	59
Beyond age and intensive exposure: Initial proficiency effects on adolescents’ second language proficiency in an international school	58
EFL students’ writing achievement via the execution of scaffolding strategies instruction	58
The presence of translanguaging and its effect on EFL learners’ languaging opportunities in video-based peer editing	57
Editorial Board	56
Effects of processing tasks on children's learning of second language words	52
Are students prepared and supported for English medium instruction in Chinese higher education to promote educational equality?	50
Book review	50
To predict L2 writing quality using lexical richness indices: An investigation of learners of Chinese as a Foreign Language	49
Examining the role of achievement goals in L2 learning: A cross-sectional and longitudinal study	49
Cross-platform language learning: A spatial perspective on narratives of language learning across digital platforms	46
Introducing MultilingProfiler: An adaptable tool for analysing the vocabulary in French, German, and Spanish texts	45
Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model	43
Increasing use of multi-word expressions in conversation through a fluency workshop	43

Exploring ChatGPT-supported teacher feedback in the EFL context	40
Towards epistemological pluralism and methodological openness in language teacher emotion research	40
Exploring EFL learners’ perceived promise and limitations of using an artificial intelligence speech evaluation system for speaking practice	40
Investigating barriers to implementation of a CLT-based curriculum innovation in iranian secondary education	39
The predictive effects of motivation, enjoyment, and self-efficacy on informal digital learning of LOTE: Evidence from French and German learners in China	39
Editorial Board	37
The enactment of positive emotions via teacher scaffolding: The case of Chinese high school EFL learners’ engagement with teacher written feedback	37
Bite-sized language teaching in the digital wild: Relational pedagogy and micro-celebrity English teachers on Instagram	36
Tibetan CSL learners’ L2 Motivational Self System and L2 achievement	36
Learning to listen strategically: Developing a listening comprehension strategies questionnaire for learning English as a global language	35
Inclusive teaching practices implemented in primary school bilingual programmes in Spain: Teachers’ views and associated factors	35
Gender differences in the relations between EFL students' classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use	33
The relationship between teacher mindfulness and creative teaching of college English foreign language teachers: A multiple mediating model	33
The influence of the spacing effect on L2 vocabulary learning: A study on Chinese university students	33
The emergence of gratitude in L2 group discussion: A small-lens study	33
The relationship between neuroticism and L2 anxiety: A meta-analysis	33
Book review	32
Linguistic alignment in second language acquisition: A methodological review	31
Epilogue: Advances in L2 alignment and where we go from here	31
Book review	31
Less precise auditory processing limits instructed L2 speech learning: Communicative focus on phonetic form revisited	31
Applying DBR to design protocols for synchronous online Chinese learning: An activity theoretic perspective	31
Book review	30
‘Tu connais le answer?’: Multilingual children's attempts to navigate monolingual English Medium classrooms in Cameroon	30
Editorial Board	30
Engagement patterns in research article introductions: A cross-disciplinary study	29
Book review	28
Chinese EFL learners’ use of mobile dictionaries in reading comprehension tasks	28
System's 50th anniversary special issue: In conversation with Sarah Mercer	28
Aggregating the evidence of automatic speech recognition research claims in CALL	27
Towards a classification of text features highly indicative of context-appropriate L2 writing competence	27
Unpacking Chinese lower-proficiency EFL learners’ conceptual development of English subjunctives with group dynamic assessment: Efficacy, sustainability and reciprocity	27
Investigating the ecological validity of second language writing assessment tasks	27
Book review	26
Editorial Board	26
The contributions of working memory and pre-task explicit instruction to L2 oral performance	26
Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college	26
A study of Chinese EFL learners’ problems with stress acquisition	26
Book review	24
Book review	24
Book review	24
Book review	24
Editorial Board	24
Book review	23
Book review	23
Book review	23
TESOL and Sustainability: English Language Teaching in the Anthropocene Era	23
Effects of n-grams on the rated L2 writing quality of expository essays: A conceptual replication and extension	23
Native speakers aren't perfect’: Japanese English learners' identity transformation as English users	22
Engaging with difference: Integrating the linguistic landscape in virtual exchange	22

Book review	22
Book review	22
Book review	22
When to conduct a vocabulary quiz, before the review or after the review?	22
Book review	22
Book review	22
A contribution of fanfiction writing to improving voice and fluency of learners of Japanese from an agentic perspective	22
A case study of the effects of hybrid extensive reading on JFL learners’ reading rates and comprehension	21
Translanguaging/trans-semiotizing in teacher-learner interactions on social media: Making learner agency visible and achievable	21
Book review	21
Book review	21
Editorial Board	21
Editorial Board	21
Book review	21
Effect of interactive intensity on lexical alignment and L2 writing quality	21
Book review	21
Effects of a professional development program on teachers’ oral corrective feedback practices	19
The effects of task complexity on lexical complexity in L2 writing: An exploratory study	19
Conversation for co-learning in the eikaiwa classroom	19
The effect of spacing on incidental and deliberate learning of L2 collocations	19
A longitudinal test of the impact of CLIL on language emotions and learning motivation	18
Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale	18
L2 grit: A structured approach to preliminary biblio-systematic review	18
Exploring first-year university students’ learning journals: Conceptions of second language self-concept and self-efficacy for academic writing	18
Implementing dynamic assessment in writing in Chinese as a second language: Towards an adjusted cumulative group dynamic assessment	18
“I took physical lessons for granted”: A case study exploring students’ interpersonal interactions in online synchronous lessons during the outbreak of COVID-19	17
Guest editorial: L2 Pragmatics in Language Teacher Education	17
‘Makes head hurt’: School-aged learners' perceptions in the language classroom	17
Engaging in dialogic peer feedback in L2 writing development: A microgenetic approach	17
Proficiency and pragmatic production in L2 Chinese study abroad	16
Approaches to studying abroad in Brazil and their effects on language learning and intercultural contact	16
Activity choice and perceptions: Influencing factors to learning outcomes within videoconference-enhanced LMS courses	16
A latent profile analysis of Chinese high school students’ control and value appraisals: Associations with enjoyment, boredom, and language achievement	16
Adaptation and validation of the vocabulary learning motivation questionnaire for Chinese learners: A construct validation approach	16
Understanding EFL reading anxiety in relation to learning motivation, attitudes and strategies for Chinese and Spanish undergraduates	16
Resilience in language classrooms: Exploring individual antecedents and consequences	15
Situating emotionality within socialization in study abroad contexts: The Student's perspective	15
Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning	15
Collage of confusion: An analysis of one university’s multiple plagiarism policies	15
Transforming student contributions into subject-specific expression	15
Examining whether learning outcomes are enhanced when L2 learners’ cognitive styles match listening instruction methods	14
Influence of stroke-order learning on Chinese character recognition among Chinese as a second language learners	14
SFL pedagogies in language education: Special issue introduction	14
Directed Motivational Currents in L2: A focus on triggering factors, initial conditions, and (non)defining features	14
Evaluating multimodal literacy: Academic and professional interactions around student-produced instructional video tutorials	14
The impact of captioning and playback speed on listening comprehension of multilingual English learners at varying proficiency levels	13
Emergency remote teaching adaptation of the anonymous multi–mediated writing model	13
The relationship between tolerance of ambiguity and multilingualism revisited	13
Addressing the challenges of interaction in online language courses	13
Chinese character instruction online: A technology acceptance perspective in emergency remote teaching	13
A systematic review of research on distance language teaching (2011–2020): Focus on methodology	13
Translanguaging in Sweden: A critical review from an international perspective	13
The predictive effect of trait emotional intelligence on emotion regulation strategies: The mediating role of negative emotion intensity	13
The making of proficient young FL speakers: The role of emotions, speaking motivation, and spoken input beyond the classroom	13
Validating word lists that represent learner knowledge in EFL contexts: The impact of the definition of word and the choice of source corpora	13
The cagey C-test construct: Some evidence from a meta-analysis of correlation coefficients	13
Motivational intensity and willingness to communicate in L2 learning: A moderated mediation model of enjoyment, boredom, and shyness	13
Interpersonal resources in letter writing of young L2 Chinese learners	13
Factors impeding implementing CALL-based instruction: A mixed-methods study	13
Uncovering the mediating role of resilience between EFL teacher turnover intention and wellbeing: A conservation-of-resources theory perspective	13
Digital affordances and teacher agency in the context of teaching Chinese as a second language during COVID-19	13
Exploring language learners’ self-generated goals: Does self-concordance affect engagement and resilience?	13
Peer interaction, writing proficiency, and the quality of collaborative digital multimodal composing task: Comparing guided and unguided planning	12
Translanguaging multimodal pedagogy in French pronunciation instruction: Vis-à-vis students’ spontaneous translanguaging	12
What two decades of research into L2 listening in System tells us: Looking back for looking forward	12
I do and I understand: A virtual reality-supported collaborative design-assessing activity for EFL students	12
The effect of instruction on the development of L2 interactional competence: Listener responses in Chinese as a second language	12
‘You just appreciate every little kindness’: Chinese language teachers’ wellbeing in the UK	12
The emotional landscape of online teaching: An autoethnographic exploration of vulnerability and emotional reflexivity	12
Reducing anxiety in the foreign language classroom: A positive psychology approach	12
Ideal L2 self and willingness to communicate: A moderated mediation model of shyness and grit	12
On the relationship between EFL students' attitudes toward artificial intelligence, teachers' immediacy and teacher-student rapport, and their willingness to communicate	12
Hong Kong secondary students’ self-regulated learning strategy use and English writing: Influences of motivational beliefs	12
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language	12
Audio-synchronized textual enhancement in foreign language pronunciation learning from videos	12
Feeling and acting in classroom teaching: The relationships between teachers’ emotional labor, commitment, and well-being	12
Exploring factors affecting English language teacher wellbeing: insights from positive psychology	12
From shy to fly: Facilitating EFL learners’ willingness to communicate with an AI chatbot and an intelligent tutoring system	12
Predicting the emotional labor strategies of Chinese English Foreign Language teachers	11
En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs	11

Native-speakerism and trans-speakerism in ELT: Interpretations, manifestations, and ramifications	11
Relationships between students’ emotions, self-regulated learning, and literacy gains in beginning/basic level ESL literacy classes for adults	11
The effects of input mode in learning declarative and nondeclarative knowledge of L2 collocations	11
What linguistic features distinguish and predict L2 writing quality? A study of examination scripts written by adolescent Chinese learners of English in Hong Kong	11
The role of classroom silence in teacher educators’ well-being: A case study in TESOL initial teacher education	11
Investigating the capabilities of large language model-based task-oriented dialogue chatbots from a learner’s perspective	11
An eye-tracking and neuroimaging study of negative wording effects on cognitive load in a metacognitive awareness tool	11
Measuring Chinese EFL learners’ motivation and anxiety when completing a video narration task: Initial steps in designing two questionnaires	11
Effects of tasks and multimedia annotations on vocabulary learning	11
Incidental learning of semantically transparent and opaque Chinese compounds from reading: An eye-tracking approach	11
The transformative role of Positive Psychology in fostering inclusive language education for SEN students	11
Exploring language teacher education through researcher-practitioner co-construction of differentiated instruction	11
Corrigendum to “Engaging in dialogic peer feedback in L2 writing development: A microgenetic approach” [System 126 (2024) 103513]	11
An exploratory study of EAP teachers' coping strategies	11
Teaching English on a desert island: Primary school teachers' emotional experiences and professional identities	11
English language teachers’ implementation of collaborative translanguaging	10
Understanding assessment tasks: Learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks for TBLT implementation	10
Pinpointing the pivotal mediating forces of directed motivational currents (DMCs): Evidence from the Q methodology	10
Exploring expert teachers' cognitions and practices of teaching English speaking and their students’ experiences and engagement	10
The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence	10
Professional development for English-medium instruction professors at Korean universities	10
Interplay of academic emotion regulation, academic mindfulness, L2 learning experience, academic motivation, and learner autonomy in intelligent computer-assisted language learning: A study of EFL lea	10
Creativity and the linguistic features of argumentative and narrative written task performance	10
Predicting content proficiency through disciplinary-literacy variables in English-medium writing	10
Boredom in online classes in the Iranian EFL context: Sources and solutions	10
The grass is not always greener: Teacher vs. GPT-assisted written corrective feedback	10
Syntactic complexity in adapted extracurricular reading materials	10
Raising the (meta)pragmatic awareness of non-native pre-service teachers of L2 Italian with a telecollaborative data-driven learning project on formal email writing	10
How are personality factors connected to EFL learners’ oral performance? A psychological network analysis	10
The interplay between gender and major on content knowledge and self-beliefs in the English-medium instruction context: A comparative study between university students from Japan and South Korea	10
Classroom interaction in EMI high schools: Do teachers who are native speakers of English make a difference?	10
Chinese students' multilingual identity constructions after studying abroad: A multi-theoretical perspective	10
Editorial Board	9
Mapping the research on language teacher emotion: A systematic literature review	9
Examining Chinese teachers’ emotional vulnerability of teaching international students in an English medium instruction programme	9
Models of EMI pedagogies: At the interface of language use and interaction	9
Book review	9
Book review	9
Book review	9
Modeling EFL teachers’ intention to integrate informal digital learning of English (IDLE) into the classroom using the theory of planned behavior	9
When teaching and research are misaligned: Unraveling a university EFL teacher's identity tensions and renegotiations	9
Book review	9
Book review	9
Book review	9
Exploring knowledge of transparent and non-transparent multi-word phrases among L2 English learners living in an Anglophone setting	9
Q methodology in applied linguistics: A systematic research synthesis	9
Pre- and in-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments	9
In celebration of Michael H. Long (1945–2021)	9
Book review	9
Book review	9
Editorial Board	9
Uncovering the dimensionality of authorial voice in the integrated writing task: A confirmatory factor analysis study	8
Editorial Board	8
Promoting meaningful peer feedback among in-service Chinese language teachers in an online lesson study	8
Book review	8
Editorial Board	8
Anchoring in the meso-level: Departmental preparation for the adoption of blended learning in tertiary education	8
Book review	8
System's 50th anniversary special issue in conversation with Andrew D. Cohen	8
Editorial Board	8
Book review	8
Editorial Board	8
Transnational students' experiences of EMI in Myanmar's borderlands	8
The contribution of affixes to productive English vocabulary knowledge for Chinese, German and Spanish learners: A comparison	8
Book review	8
Learning multiple L2 syntactic structures via chat-based alignment: What is the role of learners’ prior knowledge and conscious decisions?	8
Multimedia enhanced vocabulary learning: The role of input condition and learner-related factors	8
Productive vocabulary knowledge in L2 German: Which word-related variables matter?	8
Book review	8
Book review	8
A comparison of input- and output-based planning on the oral performance of low proficiency EFL learners	8
Book review	8
Book review	8
“I am not a native speaker …”: Exploring the perceived pronunciation teaching difficulties faced by Korean public elementary school English teachers	8
From out-group to in-group: Exercising agency for gaining membership through statement of purposes writing	8
Multimodal alignment in telecollaboration: A methodological exploration	8
Book review	8
Exploring Vietnamese primary school EFL teachers’ identities from a micropolitical perspective	8
Revisiting CALL normalization through a Yin–Yang ecological perspective: A study on teacher intentionality and classroom technology use of a claimed reluctant user	8
Understanding L2 student writers’ self-assessment in digital multimodal composing: A process-oriented approach	8
An exploratory study of young EFL learners’ aural and written receptive multi-word unit knowledge	8
Book review	8
Low- to mid-level high school first-year EFL learners’ growth language mindset, grit, burnout, and engagement: Using serial mediation models to explore their relationships	7
Book review	7
From English as the medium to English as a medium: Perspectives of EMI students in Qatar	7
Investigating the mediating role of positive and negative beliefs about competition and competitive orientation in the relationship between language mindsets and emotions	7
Learning Chinese as a second language in China: Positive emotions and enjoyment	7
Effects of Global Englishes-oriented pedagogy in the EFL classroom	7
Examining readers' use of machine translation through eye tracking	7
Comparing incidental vocabulary learning from reading-only and reading-while-listening	7
The antecedents of boredom in L2 classroom learning	7
Intersections of social justice and emotion labor among English language teachers: A perezhivanie inquiry	7
Book review	7
An empirical approach to measuring accent familiarity: Phonological and correlational analyses	7
Altered speech act indication: A problem for foreign language learners?	7