System

Article	Citations
Influence of stroke-order learning on Chinese character recognition among Chinese as a second language learners	212
Validating word lists that represent learner knowledge in EFL contexts: The impact of the definition of word and the choice of source corpora	172
Book review	108
Editorial Board	102
Book review	100
Book review	99
Subtitles for vocabulary learning: Assessing the effects of L2, L1, and bilingual subtitles over time	92
The effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words	90
A narrative autobiographical exploration of language-in-education policy roles in a youth reengagement program	88
Aggregating the evidence of automatic speech recognition research claims in CALL	87
Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale	83
En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs	81
English-as-a-foreign language university instructors' perceptions of integrating artificial intelligence: A Turkish perspective	72
Emotion and agency in building a Language Other Than English Teacher's research-teaching nexus	71
The effects of task complexity on lexical complexity in L2 writing: An exploratory study	71
Exploring factors affecting English language teacher wellbeing: insights from positive psychology	70
Within- and out-of-school FL exposure and learning: An expectancy-value theory perspective on FL listening motivation	66
Institutional leaders and teacher research: Roles, interactions, and impacts	65
Resilience in language classrooms: Exploring individual antecedents and consequences	64
Exploring Chinese EFL student teachers' emotions and emotion-regulation strategies in receiving peer feedback on microteaching	63
Examining EFL learners’ oral advice production: The role of pragmatic demands and task complexity	63
Conquering the tower of Babel? How linguistic distance affects second and foreign language reading in German, English, and French in year 9 in Germany	62
Corrigendum to “Mitigating ethnic minority students' foreign language anxiety through co-learning in Chinese as an additional language classrooms: A transpositioning perspective” [System 127 (2024) 10	60
Language learning beyond the classrooms: Experiences of Vietnamese English major and non-English major students	60
How are personality factors connected to EFL learners’ oral performance? A psychological network analysis	59

Book review	56
Editorial Board	55
Book review	54
How age and L2 proficiency affectthe L2 lexicon	53
Anchoring in the meso-level: Departmental preparation for the adoption of blended learning in tertiary education	52
Book review	52
Reflective teaching, teacher immunity, and burnout: Investigating possible links	51
Integrating language and history teaching through cognitive discourse functions: A closer look at the learning outcomes of a design-based research project	50
Untangling the relationship between English as a foreign language learners’ metacognitive experiences and writing proficiency: A mixed-methods approach	50
Pinpointing the pivotal mediating forces of directed motivational currents (DMCs): Evidence from the Q methodology	49
Bridging classroom and real-life learning mediated by a mobile app with a self-regulation scheme: Impacts on Chinese EFL primary students’ self-regulated vocabulary learning outcomes, enjoyment, and l	49
Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learner grit and burnout	48
“This dissertation intricately explores…”: ChatGPT's shell noun use in rephrasing dissertation abstracts	47
The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production	47
The impact of Global Englishes classroom-based innovation on school-aged language learners' perceptions of English: An exercise in practitioner and researcher partnership	47
Q methodology in applied linguistics: A systematic research synthesis	46
A systematic review of research on emotional artificial intelligence in English language education	45
Intersections of social justice and emotion labor among English language teachers: A perezhivanie inquiry	44
Mapping the research on language teacher emotion: A systematic literature review	41
“Like Porcupines and Hedgehogs”: Building Positive Teacher-Student Relationships in L2 Classroom Assessment from a Relationships Motivation Theory Perspective	40
Analysing preservice teachers' enactment of the UDL framework to support diverse students in a remote teaching context	40
Positive emotional stimuli in teaching foreign language vocabulary	39
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	38
Development of L2 disciplinary literacy: A multidimensional analysis	37
Innovations in teaching L2 writing: How changes in teachers' SCK and PCK impact learners’ perceptions and writing outcomes	37
Book review	37
Editorial Board	36
Exploring the influence of teachers’ motivation, self-efficacy, and institutional support on their research engagement: A study of Chinese university EFL teachers	36
Editorial Board	36
Investigating the dynamics of English for Medical Purposes (EMP) textbook design and use in China	33
Exploring EFL learners' cognitive/emotional dissonance in content-based foreign language instruction: An ecological perspective	33
Conceptualizing and measuring foreign language reading boredom	32
Development of morphological diversity in second language Korean: An NLP analysis using the Korean Morphological Richness Analyzer 1.0	32
Out-of-class English learning anxiety and its relation to motivation among Chinese university English majors	32
When CLIL is for all: Improving learner motivation through peer-tutoring in Mathematics	32
Cultivating the nexus of research and practice in language teacher education: A duoethnographic exploration	32
Harnessing AI in academic writing: The complex interplay of AI literacy and self-directed learning among university L2 learners	30
Community of Inquiry perceptions and divergences between students and instructors	30
The glocalisation of English-medium instruction examined through of the ROAD-MAPPING framework: A case study of teachers and students in a Vietnamese university	30
ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study	29
Exploring L2 writing teachers’ feeling rules, emotional labor and regulation strategies	29
Beyond monologues – Examining L2 Finnish learners’ interpersonal behavior during dialogue speaking tasks using the computer-joystick method	28
ChatGPT affordance for logic learning strategies and its usefulness for developing knowledge and quality of logic in English argumentative writing	28
Growth of lexical and syntactic complexity, accuracy, and fluency in spoken production of first language and second language children	28
Vocabulary learning in EMI courses: A longitudinal study of Chinese university students over a term	28
Assessing writing quality in story continuation writing tasks: The role of linguistic alignment	28
Understanding student engagement with teacher and peer feedback in L2 writing	28
“Navigating Precarity”: Motivation of English language teachers in a Chinese higher vocational college	27
Book review	27
Understanding EFL students’ use of self-made AI chatbots as personalized writing assistance tools: A mixed methods study	27

Corrigendum to “The impact of AI chatbots on EFL learners’ oral proficiency and willingness to communicate” [System 136 (2026) 103919]	27
Adapting to Complexity: Teacher-Student interactions in synchronous online language classes through a dynamic systems lens	26
Research on language learning motivation in school settings in System	26
Book review	26
A systematic review of reading self-efficacy in second or foreign language learning	26
The impact of functional load and cumulative errors on listeners' judgments of comprehensibility and accentedness	26
Book review	25
The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling	25
Yet another look at strategies for learning grammar: Validating the Grammar Learning Strategy Inventory in the Iranian EFL context	25
Book review	25
Learner engagement in comprehension-based and production-based tasks: Insights from young learners through an ecological perspective	25
Book review	25
The impact of early foreign language learning on language proficiency development from middle to high school	25
Postgraduate Chinese EFL learners’ emotional vulnerability displays and regulation strategies	25
The dynamics of second-language learning experience and motivational variability: Focusing on a reflective autobiography	25
Examining the association between teacher support and commitment as well as willingness to communicate in Chinese college students: The sequential mediation role of growth language mindset and enjoyme	24
The role of positive learning emotions in sustaining cognitive motivation for multilingual development	24
Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms	24
Interplay among assessment practices, legitimacy of multimodality and learner identity: The case of embodied multimodal composing in L2 writing classes	24
FL listening motivation, interest, linguistic self-confidence, and overall proficiency: A complete double mediation model	24
Buoyancy and engagement in online English learning: The mediating roles and complex interactions of anxiety, enjoyment, and boredom	24
A comparative study of thematic choices and thematic progression patterns in human-written and AI-generated texts	23
Evaluating AI's impact on self-regulated language learning: A systematic review	23
Gender, metacognitive intervention, and dialogic interaction: EFL multimedia listening	23
Mapping out the disciplinary variation of syntactic complexity in student academic writing	23
Book review	22
Book review	22
Proficiency pairing and engagement with language in L2 peer interaction	22
Promoting L2 reading fluency at the tertiary level through timed and repeated reading	22
NLP-based analysis of verb semantic cohesion in L2 writing: Interaction of genre and proficiency on verb networks	22
Book review	22
Metacognitive strategies and self-efficacy co-shape L2 achievement: A multilevel structural equation modeling approach	22
Editorial Board	22
Integrated effects of interactional cognitions and emotional regulation capacity on peer interaction in the L2 classroom	22
Beyond ideologies of nativeness in the intelligibility principle for L2 English pronunciation: A corpus-supported review	22
Technology-enhanced self-regulated second language learning interventions: A systematic review	21
Learning to construct authorial voice through citations: A longitudinal case study of L2 postgraduate novice writers	21
The relationship of language anxiety and English learners’ accentedness, comprehensibility, and speech rate across three communication tasks	21
The impact of concordancing on English learners’ foreign language anxiety and enjoyment: An application of data-driven learning	21
Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention	21
ChatGPT: The catalyst for teacher-student rapport and grit development in L2 class	20
Language learning development in human-AI interaction: A thematic review of the research landscape	20
The relationship between L2 grit and vocabulary knowledge in first-year Moroccan university students	20
A configurational exploration of how emotions influence willingness to communicate among Chinese EFL learners: A fsQCA approach	20
In pursuit of pink elephants: Sociocultural Theory and the determination of learning in assessments that support L2 teaching and learning	20
Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents	20
Reflective dialogues in negotiating the research-practice nexus: A case study of an English as a Foreign Language (EFL) teacher-researcher collaboration	20
Bidirectional relationship between L2 pragmatic development and learner identity in a study abroad context	20
Exploring the effect of corpus-informed and conventional homework materials on fostering EFL students’ grammatical construction learning	20
Language teacher associations as a nexus of research and practice: A collaborative autoethnography	20
CACTI: Use of a survey instrument as a semistructured interview protocol to facilitate teacher retrospection on bi/multilingual practices in EMI	20
The gender enrolment gap in foreign language education revisited: Contemporary issues in a Ghanaian higher education institution	20
Mobilizing ‘context’: Vocabulary checks in ESL tutoring sessions	19
Using a metaphor task to explore TESOL students’ beliefs about the roles of teachers	19
Book review	19
The effects of chunk reading strategy training on the word chunking skills of L1-Japanese English learners	19
Internationally mobile students’ language views in an Inner Circle English writing course	19
The effect of self-perceived learning needs on self-regulated learning and learning outcomes in an EFL listening course	19
Transcending the boundaries of mode in online language teaching: A translanguaging perspective on ESL teachers’ synchronous small group online tutorials	18
Contributions of foreign language writing emotions to writing achievement	18
Development and initial validation of learner engagement with teacher written corrective feedback scale	18
Mandarin Chinese-speaking learners’ acquisition of Italian consonant length contrast	18
Corrigendum to “Engaging in dialogic peer feedback in L2 writing development: A microgenetic approach” [System 126 (2024) 103513]	18
Examining Chinese EFL learners’ online self-regulated learning: A mixed-methods approach	18
Rising China and rising Chinese: An investigation into African international students’ language beliefs	18
The effect of instruction on the development of L2 interactional competence: Listener responses in Chinese as a second language	18
Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM: A mixed methods study	18
Topicalization as a practice for facilitating L2 discussion in video-mediated extensive reading book club meetings	18
The mediating effects of online learning engagement on the relationship between Chinese university students’ L2 grit and their English language achievement	18
Unraveling the relationships among EFL teacher emotions, immunity, and teaching quality: A multilevel structural-equation modelling analysis	18
Exploring the intricate relationship between foreign language anxiety, attention and self-repairs during L2 speech production	18
Cognitive processing in simultaneous interpreting with synchronous captioning: An eye-tracking study of Chinese head-final noun phrases with varied dependency distances	18
Situating emotionality within socialization in study abroad contexts: The Student's perspective	17
Developing critical minds: An ethnographic study on the implementation of conspiracy theories to foster critical digital literacy in English language classrooms	17
Book review	17
Corrigendum to “Managing classroom misbehaviours in the Hong Kong English Medium Instruction secondary classrooms: A translanguaging perspective” [System 113 (2023) 102959]	17
Reporting practices in applied linguistics quantitative research articles across a decade: A methodological synthesis	17
Effects of processing tasks on children's learning of second language words	17
Guest editorial: L2 pragmatics in language teacher education	17
Book review	17

Book review	16
Emergency remote teaching adaptation of the anonymous multi–mediated writing model	16
Introducing MultilingProfiler: An adaptable tool for analysing the vocabulary in French, German, and Spanish texts	16
Book review	16
Activity choice and perceptions: Influencing factors to learning outcomes within videoconference-enhanced LMS courses	16
Conversation for co-learning in the eikaiwa classroom	16
Book review	16
Native speakers aren't perfect’: Japanese English learners' identity transformation as English users	16
Book review	16
Directed Motivational Currents in L2: A focus on triggering factors, initial conditions, and (non)defining features	16
Investigating the ecological validity of second language writing assessment tasks	16
Interpersonal resources in letter writing of young L2 Chinese learners	15
Enhancing the research-praxis nexus: Critical moments implementing translanguaging pedagogies in English language education at an Austrian middle school	15
The emotional landscape of online teaching: An autoethnographic exploration of vulnerability and emotional reflexivity	15
Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college	15
Teaching English on a desert island: Primary school teachers' emotional experiences and professional identities	15
Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning	15
Effect of interactive intensity on lexical alignment and L2 writing quality	15
Inclusive teaching practices implemented in primary school bilingual programmes in Spain: Teachers’ views and associated factors	15
Deferred multimodal input enhances L2 listening and fast-speech adaptation: A predictive coding perspective	15
Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model	15
Foregrounding language teacher agency and positioning of EFL teachers in the research-practice nexus	14
Exploring ChatGPT-supported teacher feedback in the EFL context	14
Investigating the mediating role of positive and negative beliefs about competition and competitive orientation in the relationship between language mindsets and emotions	14
Book review	14
Digital affordances and teacher agency in the context of teaching Chinese as a second language during COVID-19	14
Gender differences in the relations between EFL students' classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use	14
Book review	14
Peer interaction, writing proficiency, and the quality of collaborative digital multimodal composing task: Comparing guided and unguided planning	14
Linguistic alignment in second language acquisition: A methodological review	14
Effects of Global Englishes-oriented pedagogy in the EFL classroom	14
Measuring the Global Englishes mindset: Development and validation of the GEM-Q for EFL learners	13
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	13
“We don't say ‘To-r Ó-nto. We say ‘To-r Ó-no.” Language ideologies on TikTok	13
From out-group to in-group: Exercising agency for gaining membership through statement of purposes writing	13
Editorial Board	13
Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT: Insights from task design processes and post-implementation reflections	13
A latent profile analysis of emotional intelligence and its relationship with L2 student writing feedback literacy	13
Metaphor use in describing English public speaking anxiety by Chinese university EFL learners	13
Emotion labor and professional identity construction of TESOL teacher educators	13
Book review	13
Book review	13
Talking science: Women scientists’ engagement in spoken public science communication online	13
Book review	13
Factor structure and psychometric properties of the L2 teacher boredom scale	13
Evaluating the roles of breadth and depth of aural vocabulary knowledge in listening comprehension of EFL learners: An investigation applying auditory measures	13
Revisiting CALL normalization through a Yin–Yang ecological perspective: A study on teacher intentionality and classroom technology use of a claimed reluctant user	13
Productive vocabulary knowledge in L2 German: Which word-related variables matter?	13
The impact of input mode on incidental vocabulary learning for CSL learners: Evidence from offline tests and eye-tracking studies	12
Understanding assessment tasks: Learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks for TBLT implementation	12
Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective	12
A word to the wise: Crafting impactful prompts for ChatGPT	12
Book review	12
Exploring the linguistic signature of interpersonal liking in second language interaction	12
The possibility of improving automated calculation of measures of lexical richness for EFL writing: A comparison of the LCA, NLTK and SpaCy tools	12
Multimedia enhanced vocabulary learning: The role of input condition and learner-related factors	12
Implementing reading circles in an EAP course: Novice academic learners’ co-regulation strategies and their attitudinal dispositions	12
Examining Chinese teachers’ emotional vulnerability of teaching international students in an English medium instruction programme	12
An empirical approach to measuring accent familiarity: Phonological and correlational analyses	12
Book review	12
Language teacher investment as resistance: Why do teachers engage in practitioner research in an uneven world	12
Investigating teacher questioning in Hong Kong secondary EMI classrooms: (Mis)alignment between beliefs and practices	12
Achievement goals and emotions of Chinese EFL students: A control-value theory approach	12
An ecological perspective on learner agency: The case of Chinese tertiary-level EFL students in peer reviews	12
The emergence of boredom in an online language class: An ecological perspective	12
Book review	12
Facilitating EFL learners' intercultural competence through culturally responsive teaching in oral English classrooms	12
An overview of TBLT approaches and cognitive processes with heritage language learners	12
Language teachers as pedagogical designers in technology-mediated language education	12
Reading aloud listening test items to young learners: Attention, item understanding, and test performance	11
Critical digital literacies, generative AI, and the negotiation of agency in human-AI interactions	11
Effect of auditory precision on L2 speech learning is partially mediated by learning target and instruction form	11
EFL university students’ game element preferences and learning needs: Implications for the instructional design of digital gamified classes	11
Alignment between intended and enacted pedagogies: A study of ELT curriculum innovation implementation in Pakistan	11
Book review	11
Corrigendum to “Transcending the boundaries of mode in online language teaching: A translanguaging perspective on ESL teachers' synchronous small group online tutorials” [System 121 (2024) 103185]	11
‘Finally, it's all in vain’: A Chinese as an additional language teacher's agency in navigating the teaching-research nexus in a neoliberal Chinese university	11
When extending wait-time is not enough for student participation: Eliciting student responses during L2 whole-class speaking	11
Carnivalesque: Staging postdigital literacy	11
The mediating role of psychological capital in the relationship between foreign language anxiety and learning burnout among college students with different language environments	11
Rapport in research interviews: An interdiscursive perspective	11
System's 50th anniversary special issue in conversation with professor Jean-Marc Dewaele	11
A latent profile analysis of Informal Digital Learning of English: Emotion regulation strategies as predictors and willingness to communicate as outcomes	11
Investigating the capability of ChatGPT for generating multiple-choice reading comprehension items	11
A study on the affordances of digital fairy-tale rewriting: A critical literacy approach to digital multimodal composing	11
Becoming a teacher in the era of AI: A multiple-case study of pre-service teachers’ investment in AI-facilitated learning-to-teach practices	11
Designing a task-based conversational agent for EFL in German schools: Student needs, actions, and perceptions	11
Editorial Board	11
Metacognitive instruction in technology-mediated TBLT: An exploratory study of learners’ engagement	11
Exploring Chinese university students’ motivation and engagement in English medium instruction: A latent profiling approach	11
The effect of “at home” network communication, off-site travel, and extracurricular activity on longitudinal social network development in study abroad	11
The use of online dictionaries in video-mediated L2 interactions for the social accomplishment of Virtual Exchange tasks	11
Book review	10
The role of input modality and vocabulary knowledge in alignment in reading-to-speaking tasks	10
Exploring the affordances of multimodal competence, multichannel awareness and plurilingual lecturing in EMI	10