System

Article	Citations
Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions	449
Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers	242
Remote teaching during COVID-19: Implications from a national survey of language educators	190
Boredom in online classes in the Iranian EFL context: Sources and solutions	174
Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers	87
The predictive effects of classroom environment and trait emotional intelligence on Foreign Language Enjoyment and Anxiety	87
Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian?	78
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	65
Bringing the outside in: Connecting students’ out-of-school knowledge and experience through translanguaging in Hong Kong English Medium Instruction mathematics classes	63
Trait emotional intelligence, positive and negative emotions in first and foreign language classes: A mixed-methods approach	62
The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language	61
Exploring EFL teacher resilience in the Chinese context	59
Hong Kong secondary students’ self-regulated learning strategy use and English writing: Influences of motivational beliefs	58
The antecedents of boredom in L2 classroom learning	58
Teaching and learning languages online: Challenges and responses	57
Predictors of English Medium Instruction academic success: English proficiency versus first language medium	56
Language learners’ enjoyment and emotion regulation in online collaborative learning	56
Exploring “Flow” in young Chinese EFL learners’ online English learning activities	55
A latent profile analysis of EFL learners’ self-efficacy: Associations with academic emotions and language proficiency	52
Ideal L2 self and willingness to communicate: A moderated mediation model of shyness and grit	51
Understanding English teachers’ non-volitional use of online teaching: A Chinese study	50
Learning Chinese as a second language in China: Positive emotions and enjoyment	49
Pushing the edge in narrative inquiry	48
Developing literacy or focusing on interaction: New Zealand students’ strategic efforts related to Chinese language learning during study abroad in China	46
Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors	46

High school to university transitional challenges in English medium instruction in Japan	43
Relationship between self-efficacy and language proficiency: A meta-analysis	43
The interaction patterns of pandemic-initiated online teaching: How teachers adapted	43
The role of emotion labor in English language teacher identity construction: An activity theory perspective	41
Reducing anxiety in the foreign language classroom: A positive psychology approach	41
Language teacher agency in emergency online teaching	41
Effects of ASR-based websites on EFL learners’ vocabulary, speaking anxiety, and language enjoyment	40
Synchronous online teaching, a blessing or a curse? Insights from EFL primary students’ interaction during online English lessons	39
Classroom interaction in EMI high schools: Do teachers who are native speakers of English make a difference?	38
Multimodal pedagogy in TESOL teacher education: Students’ perspectives	38
Developing awareness of Global Englishes: Moving away from ‘native standards’ for Thai university ELT	37
Students’ academic language-related challenges in English Medium Instruction: The role of English proficiency and language gain	37
Research on learning and teaching of languages other than English in System	35
The impact of a professional development program on EFL teachers’ beliefs about corrective feedback	35
Rescuing “emotion labor” from (and for) language teacher emotion research	35
Doing expertise multilingually and multimodally in online English teaching videos	35
Models of EMI pedagogies: At the interface of language use and interaction	34
When language teacher emotions and language policy intersect: A critical perspective	33
Addressing the challenges of interaction in online language courses	33
Grit and motivation for learning English among Japanese university students	33
Digital affordances and teacher agency in the context of teaching Chinese as a second language during COVID-19	33
Foreign language anxiety and translanguaging as an emotional safe space: Migrant English as a foreign language learners in Australia	32
A framework for positioning analysis: From identifying to analyzing (pre)positions in narrated story lines	32
Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns	31
Studying Chinese language in higher education: The translanguaging reality through learners’ eyes	31
Grit, emotions, and their effects on ethnic minority students’ English language learning achievements: A structural equation modelling analysis	31
Self-regulated listening of students at transition from high school to an English medium instruction (EMI) transnational university in China	31
Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment	30
Digital competence and online language teaching: Hong Kong language teacher practices in primary and secondary classrooms	30
Profiles of motivation and engagement in foreign language learning: Associations with emotional factors, academic achievement, and demographic features	30
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language	29
Chinese character instruction online: A technology acceptance perspective in emergency remote teaching	29
Interactive e-book reading vs. paper-based reading: Comparing the effects of different mediums on middle school students’ reading comprehension	28
Measuring Chinese junior high school students' language mindsets: What can we learn from young EFL learners’ beliefs in their language ability?	28
Effects of teacher’s personality traits on EFL learners’ foreign language enjoyment	28
Foreign language enjoyment, ideal L2 self, and intercultural communicative competence as predictors of willingness to communicate among EFL learners	27
The emergence of boredom in an online language class: An ecological perspective	27
Implementing Assessment for Learning (AfL) in Chinese university EFL classes: Teachers’ values and practices	27
The effect of self-regulated writing strategies on students’ L2 writing engagement and disengagement behaviors	26
Investigating the impact of linguistic and non-linguistic factors on EMI academic success	26
Young EFL learners and collaborative writing: A study on patterns of interaction, engagement in LREs, and task motivation	25
The emotional landscape of online teaching: An autoethnographic exploration of vulnerability and emotional reflexivity	25
Critical language teacher education: A duoethnography of teacher educators’ identities and agency	24
Emotion and identity construction in teachers of young learners of English: An ecological perspective	24
What linguistic features distinguish and predict L2 writing quality? A study of examination scripts written by adolescent Chinese learners of English in Hong Kong	24
Unravelling students’ perceived EFL teacher support	24
Exploring young learners’ engagement with models as a written corrective technique in EFL and CLIL settings	24
Book review	24
Methodological orientations, academic citations, and scientific collaboration in applied linguistics: What do research synthesis and bibliometrics indicate?	24
‘You just appreciate every little kindness’: Chinese language teachers’ wellbeing in the UK	24

The effects of in-class debates on argumentation skills in second language education	23
Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions	23
From English as the medium to English as a medium: Perspectives of EMI students in Qatar	23
A methodological review of qualitative research syntheses in CALL: The state-of-the-art	23
A review of recent research in EFL motivation: Research trends, emerging methodologies, and diversity of researched populations	22
Teachers in automated writing evaluation (AWE) system-supported ESL writing classes: Perception, implementation, and influence	22
Research trends in ‘trans-’ studies on writing: A bibliometric analysis	22
Metacognitive strategy use in L2 writing assessment	22
Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective	22
Having a single language interest autonomously predicts L2 achievement: Addressing the predictive validity of L2 grit	22
Navigating ethical challenges in second language narrative inquiry research	21
Modeling EFL teachers’ intention to integrate informal digital learning of English (IDLE) into the classroom using the theory of planned behavior	21
Types of social media activities and Hong Kong South and Southeast Asians Youth’s Chinese language learning motivation	21
Parental support for young learners’ online learning of English in a Chinese primary school	21
The impact of Google Translate on L2 writing quality measures: Evidence from Chilean EFL high school learners	21
Student engagement with teacher written feedback: Insights from low-proficiency and high-proficiency L2 learners	21
Explaining individual differences in young English language learners’ vocabulary knowledge: The role of Extramural English Exposure and motivation	21
Learners' flow experience during peer revision in a virtual writing course during the global pandemic	21
Mobile-assisted language learning (MALL) research trends and patterns through bibliometric analysis: Empowering language learners through ubiquitous educational technologies	21
Comparing incidental vocabulary learning from reading-only and reading-while-listening	21
Engagement in the foreign language classroom: Micro and macro perspectives	21
English Medium Instruction (EMI) lecturer support needs in Japan and China	20
Pre-service language teacher wellbeing as a complex dynamic system	20
A diachronic analysis of explicit definitions and implicit conceptualizations of language learning strategies	20
Translanguaging/trans-semiotizing in teacher-learner interactions on social media: Making learner agency visible and achievable	19
Syntactic complexity of research article part-genres: Differences between emerging and expert international publication writers	19
Predicting the emotional labor strategies of Chinese English Foreign Language teachers	19
Teachers' beliefs on multilingualism in the Basque Country: Basque at the core of multilingual education	19
Uncovering the hidden face of narrative analysis: A reflexive perspective through MAXQDA	18
The role of mixed emotions in language learning and teaching: A positive psychology teacher intervention	18
Tibetan CSL learners’ L2 Motivational Self System and L2 achievement	18
Enhancing EFL vocabulary learning with multimodal cues supported by an educational robot and an IoT-Based 3D book	18
The interconnection between second language teachers’ language assessment literacy and professional agency: The mediating role of institutional policies	18
Exploring the role of English proficiency, self-efficacy, and motivation in listening for learners transitioning to an English-medium transnational university in China	18
Exploring the use of models as a written corrective feedback technique among EFL children	18
“I'm a salesman and my client is China”: Language learning motivation, multicultural attitudes, and multilingualism among university students in Kazakhstan and Uzbekistan	17
Does asking learners to revise add to the effect of written corrective feedback on L2 acquisition?	17
A review of the methodological quality of quantitative mobile-assisted language learning research	17
Chinese intermediate English learners outdid ChatGPT in deep cohesion: Evidence from English narrative writing	17
The possibility of improving automated calculation of measures of lexical richness for EFL writing: A comparison of the LCA, NLTK and SpaCy tools	17
The effect of highly focused versus mid-focused written corrective feedback on EFL learners’ explicit and implicit knowledge development	17
Epistemic agency, a double-stimulation, and video-based learning: A formative intervention study in language teacher education	16
Communicative pronunciation teaching: Insights from the Vietnamese tertiary EFL classroom	16
Chinese ESL learners’ perceptual errors of English connected speech: Insights into listening comprehension	16
Stance and engagement in English and Arabic research article abstracts	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
The impact of collaborative listening to podcasts on high school learners’ listening comprehension and vocabulary learning	15
Predicting content proficiency through disciplinary-literacy variables in English-medium writing	15
Vocabulary size and depth as predictors of second language speaking ability	15
“I took physical lessons for granted”: A case study exploring students’ interpersonal interactions in online synchronous lessons during the outbreak of COVID-19	15
Form and rhetorical function of phrase-frames in promotional writing: A corpus- and genre-based analysis	15
The effects of task complexity on lexical complexity in L2 writing: An exploratory study	15
Innovating language curriculum design through design thinking: A case study of a blended learning course at a Colombian university	14
The effect of task complexity on integrated writing performance: The case of multiple-text source-based writing	14
The effect of a digital game-based learning task on the acquisition of the English Article System	14
Covid-19 as a critical incident: Reflection on language assessment literacy and the need for radical changes	13
The impact of early foreign language learning on language proficiency development from middle to high school	13
When CLIL is for all: Improving learner motivation through peer-tutoring in Mathematics	13
Collage of confusion: An analysis of one university’s multiple plagiarism policies	13
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	13
The role of learner creativity in L2 semantic fluency. An exploratory study	13
Experienced EFL teachers switching to online teaching: A case study from China	13
Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learner grit and burnout	13
Examining whether learning outcomes are enhanced when L2 learners’ cognitive styles match listening instruction methods	13
Contributions of foreign language writing emotions to writing achievement	13
Space in narrative inquiry on second language learning	13
Mining opinions on LMOOCs: Sentiment and content analyses of Chinese students’ comments in discussion forums	13
Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective	13
The effect of input characteristics and individual differences on L2 comprehension of authentic and modified listening tasks	13
Exploring first-year university students’ learning journals: Conceptions of second language self-concept and self-efficacy for academic writing	12
Managing classroom misbehaviours in the Hong Kong English Medium Instruction secondary classrooms: A translanguaging perspective	12
Aligning higher education language policies with lecturers’ views on EMI practices: A comparative study of ten European Universities	12
The role of hope in language teachers' changing stress, coping, and well-being	12
Photo-narrative frames: Using visuals with narrative research in applied linguistics	12
Resilience in language classrooms: Exploring individual antecedents and consequences	12
Why so nervous? Revisiting the sources of speech anxiety in Chinese as a second language	12
Comparing L2 learners’ writing against parallel machine-translated texts: Raters’ assessment, linguistic complexity and errors	12
Enhancing the content- and language-integrated multiple literacies framework: Systemic functional linguistics for teaching regional diversity	12
Ideal L2 self, enjoyment, and strategy use in L2 integrated writing: A self-regulatory learning perspective	12
English for Da'wah? L2 motivation in Indonesian pesantren schools	12

The progression of collaborative argumentation among English learners: A qualitative study	12
Teacher agency in perceiving affordances and constraints of videoconferencing technology: Teaching primary school students online	12
The effects of using an online collaboration tool on college students’ learning of academic writing skills	12
Being a YouTuber that language learners recognize: A study on constructing language teacher identities in social media community of practice	12
Negotiation of emotions in emerging language teacher identity of graduate instructors	12
EAP teachers' knowledge and use of learning-oriented assessment: A cross-contextual study	11
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	11
Examining the underlying structure of after-class boredom experienced by English majors	11
Understanding student engagement with teacher and peer feedback in L2 writing	11
Influences of process-based instruction on students’ use of self-regulated learning strategies in EFL writing	11
Using corpus analysis to extend experimental research: Genre effects in L2 writing	11
Exploring the intricate relationship between foreign language anxiety, attention and self-repairs during L2 speech production	11
Stimulating learner engagement in app-based L2 vocabulary self-study: Goals and feedback for effective L2 pedagogy	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
How can EFL teachers make their questions more interactive with students? Interpersonal patterns of teacher questions	11
Protecting and enhancing willingness to communicate with idiodynamic peer-peer strategy sharing	11
Local culture and locally produced ELT textbooks: How do teachers bridge the gap?	11
University graduates’ transition into the workplace: How they learn to use English for work and cope with language-related challenges	11
Pre-service EFL teachers’ conceptions and strategy use in managing online classes	11
FL listening motivation, interest, linguistic self-confidence, and overall proficiency: A complete double mediation model	11
Exploring students’ demotivation and remotivation in learning English	11
Motivational intensity and willingness to communicate in L2 learning: A moderated mediation model of enjoyment, boredom, and shyness	11
ChatGPT: The catalyst for teacher-student rapport and grit development in L2 class	10
The effect of visuospatial designing elements of zoomable user interfaces on second language vocabulary acquisition	10
Listening strategies in the English Medium Instruction (EMI) classroom: How students comprehend the teacher input	10
Recurrent restorying through language teacher narrative inquiry	10
Materializing narratives: The story behind the story	10
Person factors and strategic processing in L2 listening comprehension: Examining the role of vocabulary size, metacognitive knowledge, self-efficacy, and strategy use	10
Combining computer-mediated communication with data-driven instruction: EFL learners’ pragmatic development of compliment responses	10
Learning to listen strategically: Developing a listening comprehension strategies questionnaire for learning English as a global language	10
Rising China and rising Chinese: An investigation into African international students’ language beliefs	10
Metacognitive strategies and self-efficacy co-shape L2 achievement: A multilevel structural equation modeling approach	10
Artificial intelligence in EFL speaking: Impact on enjoyment, anxiety, and willingness to communicate	10
A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers’ beliefs and practices regarding vocabulary teaching and learning	10
The predictive effect of trait emotional intelligence on emotion regulation strategies: The mediating role of negative emotion intensity	10
Mapping connections among activism interactional practices and presence in videoconferencing language learning	9
Peer interaction, writing proficiency, and the quality of collaborative digital multimodal composing task: Comparing guided and unguided planning	9
Mapping research on second language writing teachers: A review on teacher cognition, practices, and expertise	9
Using phrase-frames to trace the language development of L1 Chinese learners of English	9
A systematic review of Informal Digital Learning of English: An ecological systems theory perspective	9
Multimodality in the classroom presentation genre: Findings from a study of Turkish psychology undergraduate talks	9
Language teachers’ attitudes towards English in a multilingual setting	9
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	9
Comparing high school students’ online self-regulation and engagement in English language learning	9
Proficiency and pragmatic production in L2 Chinese study abroad	9
The effect of spacing on incidental and deliberate learning of L2 collocations	9
“No one would like to take a risk”: Multilingual students’ views on language mixing in academic writing	9
Investigating connections between teacher identity and pedagogy in a content-based classroom	9
Improving self-efficacy beliefs and English language proficiency through a summer intensive program	9
Gender, metacognitive intervention, and dialogic interaction: EFL multimedia listening	9
Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms	9
Influences of motivation and grit on students’ self-regulated learning and English learning achievement: A comparison between male and female students	9
Examining the potential of digital flashcards to facilitate independent grammar learning	9
Examining students’ reflections on a collaborative online international learning project in an ICLHE context	9
Feeling and acting in classroom teaching: The relationships between teachers’ emotional labor, commitment, and well-being	9
The emotion ∼ intellect dialectic in an EFL teacher's development of a research identity: A sociocultural perspective	9
The differential mediating roles of ideal and ought-to L2 writing selves between growth mindsets and self-regulated writing strategies	9
Mindful language learning: The effects of college students’ mindfulness on short-term vocabulary retention	9
Early Chinese heritage language learning in Canada: A study of Mandarin- and Cantonese-speaking children's receptive vocabulary attainment	9
Small stories as curated formats on social media: The intersection of affordances, values & practices	9
Instanarratives: Stories of foreign language learning on Instagram	9
Mapping the research on language teacher emotion: A systematic literature review	9
Explicit instruction for the development of L2 Spanish pragmatic ability during study abroad	8
The making of proficient young FL speakers: The role of emotions, speaking motivation, and spoken input beyond the classroom	8
Understanding EFL reading anxiety in relation to learning motivation, attitudes and strategies for Chinese and Spanish undergraduates	8
MC listening questions vs. integrated listening-to-summarize tasks: What listening abilities do they assess?	8
SFL pedagogies in language education: Special issue introduction	8
"Listening should be done communicatively": Do task-supported language teaching and post-task self-reflection facilitate the development of L2 listening proficiency?	8
Academic communication with AI-powered language tools in higher education: From a post-humanist perspective	8
The role of the language of interaction and translanguaging on attention to interactional feedback in virtual exchanges	8
Effects of multidimensional foreign language reading anxiety on achievement in Japanese EFL classrooms	8
L2 development of phraseological knowledge via a xu-argument based continuation task: A latent curve modeling approach	8
Visualizing the interplay of fear and desire in English learner's imagined identities and communities	8
Interventionist and interactionist dynamic assessment of argumentative writing in an EFL program	8
Exploring engagement of users of Global Englishes in a community of inquiry	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
Effects of n-grams on the rated L2 writing quality of expository essays: A conceptual replication and extension	8
Translanguaging practices in Turkish EMI classrooms: Commonalities and differences across two academic disciplines	8
Autobiography writing instruction: The journey of a teacher participating in a systemic functional linguistics genre pedagogy professional development	8
Relationality in language teacher emotion regulation: Regulating emotions through, with and for others	8
Using community of practice to characterize collaborative essay prompt writing and its role in developing language assessment literacy for pre-service language teachers	8
The interplay of motivated behaviour, self-concept, self-efficacy, and language use on ease of academic study in English medium education	8
The effects of individual differences in field dependence/independence and analogical reasoning for L2 instruction	8
The use of online dictionaries in video-mediated L2 interactions for the social accomplishment of Virtual Exchange tasks	8
Translanguaging as a way to fostering EFL learners’ criticality in a hybrid course design	8
Emotion labor and professional identity construction of TESOL teacher educators	8
What two decades of research into L2 listening in System tells us: Looking back for looking forward	8
Effects of a professional development program on teachers’ oral corrective feedback practices	8
The case for Culturally and Linguistically Relevant Pedagogy: Bilingual Reading to learn for Spanish-Speaking immigrant mothers	8
Rhetorical and phraseological features of research article introductions: Variation among five social science disciplines	8
Understanding knowledge construction in a Chinese university EMI classroom: A translanguaging perspective	8
Effects of peer collaboration on EFL learners’ comprehension of conversational implicatures	8
“I made many discoveries for myself”: The development of a teacher candidate's pedagogical knowledge of translanguaging	8
Research on language learning motivation in school settings in System	8
Professional development for English-medium instruction professors at Korean universities	8