System

Article	Citations
Book review	317
Book review	201
Book review	196
Aggregating the evidence of automatic speech recognition research claims in CALL	180
A narrative autobiographical exploration of language-in-education policy roles in a youth reengagement program	151
EFL students’ self-regulated learning, motivation, and perceived teacher support in cooperative learning: A network analysis perspective	132
The effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words	131
Within- and out-of-school FL exposure and learning: An expectancy-value theory perspective on FL listening motivation	127
Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale	114
En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs	114
Institutional leaders and teacher research: Roles, interactions, and impacts	110
Book review	108
Exploring Chinese EFL student teachers' emotions and emotion-regulation strategies in receiving peer feedback on microteaching	102
Influence of stroke-order learning on Chinese character recognition among Chinese as a second language learners	102
The effects of collaborative planning on CALF metrics and textual coherence in L2 writing under varying task complexity	101
The effects of task complexity on lexical complexity in L2 writing: An exploratory study	91
Resilience in language classrooms: Exploring individual antecedents and consequences	88
Subtitles for vocabulary learning: Assessing the effects of L2, L1, and bilingual subtitles over time	86
How engagement dynamics shape collaborative writing processes: Perspectives from EAL learners	84
Exploring factors affecting English language teacher wellbeing: insights from positive psychology	84
Emotion and agency in building a Language Other Than English Teacher's research-teaching nexus	81
English-as-a-foreign language university instructors' perceptions of integrating artificial intelligence: A Turkish perspective	78
Conquering the tower of Babel? How linguistic distance affects second and foreign language reading in German, English, and French in year 9 in Germany	77
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	76
Language learning beyond the classrooms: Experiences of Vietnamese English major and non-English major students	71

How are personality factors connected to EFL learners’ oral performance? A psychological network analysis	70
Pinpointing the pivotal mediating forces of directed motivational currents (DMCs): Evidence from the Q methodology	67
Intersections of social justice and emotion labor among English language teachers: A perezhivanie inquiry	65
Editorial Board	64
Book review	61
Book review	60
“Like porcupines and hedgehogs”: Building positive teacher-student relationships in L2 classroom assessment from a relationships motivation theory perspective	58
Anchoring in the meso-level: Departmental preparation for the adoption of blended learning in tertiary education	57
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	56
Teacher professional development in focus: Dealing with students’ chat-based contributions in online teaching	55
Teachers' and support staff's views and experiences of digitally mediated EMI courses in two different university contexts	55
Analysing preservice teachers' enactment of the UDL framework to support diverse students in a remote teaching context	55
Integrating language and history teaching through cognitive discourse functions: A closer look at the learning outcomes of a design-based research project	55
Reflective teaching, teacher immunity, and burnout: Investigating possible links	53
Untangling the relationship between English as a foreign language learners’ metacognitive experiences and writing proficiency: A mixed-methods approach	52
The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production	48
Examining EFL learners’ oral advice production: The role of pragmatic demands and task complexity	48
A typology of metalinguistic feedback	48
Mapping the research on language teacher emotion: A systematic literature review	47
A systematic review of research on emotional artificial intelligence in English language education	47
“This dissertation intricately explores…”: ChatGPT's shell noun use in rephrasing dissertation abstracts	44
Q methodology in applied linguistics: A systematic research synthesis	44
The impact of Global Englishes classroom-based innovation on school-aged language learners' perceptions of English: An exercise in practitioner and researcher partnership	44
The multimodal organisation of teacher feedback: A multimodal (Inter)action analysis	44
Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learner grit and burnout	43
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	43
Out-of-class English learning anxiety and its relation to motivation among Chinese university English majors	42
A systematic review of reading self-efficacy in second or foreign language learning	42
Exploring the influence of teachers’ motivation, self-efficacy, and institutional support on their research engagement: A study of Chinese university EFL teachers	41
Book review	40
Editorial Board	40
Book review	39
“Navigating Precarity”: Motivation of English language teachers in a Chinese higher vocational college	38
Beyond monologues – Examining L2 Finnish learners’ interpersonal behavior during dialogue speaking tasks using the computer-joystick method	37
The impact of functional load and cumulative errors on listeners' judgments of comprehensibility and accentedness	37
Apology strategies and ritual frame indicating expressions (RFIEs) in advanced Korean learners’ Chinese: An interlanguage pragmatic study	37
Cultivating the nexus of research and practice in language teacher education: A duoethnographic exploration	37
The glocalisation of English-medium instruction examined through of the ROAD-MAPPING framework: A case study of teachers and students in a Vietnamese university	37
Investigating the dynamics of English for Medical Purposes (EMP) textbook design and use in China	36
Conceptualizing and measuring foreign language reading boredom	36
Corrigendum to “The impact of AI chatbots on EFL learners’ oral proficiency and willingness to communicate” [System 136 (2026) 103919]	36
Mind the cognitive load gap: Student translators’ cognitive demands and translation behaviors in GenAI-assisted legal translation	36
Assessing writing quality in story continuation writing tasks: The role of linguistic alignment	36
Development of L2 disciplinary literacy: A multidimensional analysis	36
Growth of lexical and syntactic complexity, accuracy, and fluency in spoken production of first language and second language children	35
Development of morphological diversity in second language Korean: An NLP analysis using the Korean Morphological Richness Analyzer 1.0	35
Understanding student engagement with teacher and peer feedback in L2 writing	34
Book review	34
Linking mindsets to emotions in foreign language learning: A study integrating situated expectancy-value and control-value theories across proficiency levels	34
Exploring EFL learners' cognitive/emotional dissonance in content-based foreign language instruction: An ecological perspective	34

Affordances and learner agency: Chinese EFL learners’ English vlogging practices on Douyin	33
Vocabulary learning in EMI courses: A longitudinal study of Chinese university students over a term	33
Exploring L2 writing teachers’ feeling rules, emotional labor and regulation strategies	33
ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study	33
Harnessing AI in academic writing: The complex interplay of AI literacy and self-directed learning among university L2 learners	33
Understanding EFL students’ use of self-made AI chatbots as personalized writing assistance tools: A mixed methods study	32
ChatGPT affordance for logic learning strategies and its usefulness for developing knowledge and quality of logic in English argumentative writing	32
Book review	32
Developing an AI-assisted learning flow framework for pre-service teachers of Chinese as a second language: Investigating the influence of teacher educators’ support on AI-flow and self-efficacy in te	32
Yet another look at strategies for learning grammar: Validating the Grammar Learning Strategy Inventory in the Iranian EFL context	31
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	31
Learner engagement in comprehension-based and production-based tasks: Insights from young learners through an ecological perspective	31
L2 speaking functional adequacy in study abroad: Development in monologic and dialogic task conditions	31
Book review	31
Interplay among assessment practices, legitimacy of multimodality and learner identity: The case of embodied multimodal composing in L2 writing classes	31
Book review	31
Does instructional language matter in CLIL? A study of learner proficiency and affective factors	30
The role of positive learning emotions in sustaining cognitive motivation for multilingual development	30
Evaluating AI's impact on self-regulated language learning: A systematic review	29
Beyond ideologies of nativeness in the intelligibility principle for L2 English pronunciation: A corpus-supported review	29
The dynamics of second-language learning experience and motivational variability: Focusing on a reflective autobiography	29
Mapping out the disciplinary variation of syntactic complexity in student academic writing	29
Adapting to Complexity: Teacher-Student interactions in synchronous online language classes through a dynamic systems lens	29
A structural topic modeling analysis of positive psychology in EFL teacher education from 2010 to 2025	28
Postgraduate Chinese EFL learners’ emotional vulnerability displays and regulation strategies	28
FL listening motivation, interest, linguistic self-confidence, and overall proficiency: A complete double mediation model	28
The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling	28
A comparative study of thematic choices and thematic progression patterns in human-written and AI-generated texts	28
Buoyancy and engagement in online English learning: The mediating roles and complex interactions of anxiety, enjoyment, and boredom	28
Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms	28
Book review	27
NLP-based analysis of verb semantic cohesion in L2 writing: Interaction of genre and proficiency on verb networks	27
Book review	27
Editorial Board	26
Editorial Board	26
In pursuit of pink elephants: Sociocultural Theory and the determination of learning in assessments that support L2 teaching and learning	26
Metacognitive strategies and self-efficacy co-shape L2 achievement: A multilevel structural equation modeling approach	26
Doing the task, doing the relationship: Responses to self-assessment and advice in peer reflection on microteaching	26
Integrated effects of interactional cognitions and emotional regulation capacity on peer interaction in the L2 classroom	26
Becoming with the algorithm: A posthumanist narrative of EFL teacher identity in the age of AI	26
Technology-enhanced self-regulated second language learning interventions: A systematic review	25
Language learning development in human-AI interaction: A thematic review of the research landscape	25
The gender enrolment gap in foreign language education revisited: Contemporary issues in a Ghanaian higher education institution	25
The impact of concordancing on English learners’ foreign language anxiety and enjoyment: An application of data-driven learning	25
ChatGPT: The catalyst for teacher-student rapport and grit development in L2 class	25
The relationship of language anxiety and English learners’ accentedness, comprehensibility, and speech rate across three communication tasks	25
Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention	25
CACTI: Use of a survey instrument as a semistructured interview protocol to facilitate teacher retrospection on bi/multilingual practices in EMI	24
Using a metaphor task to explore TESOL students’ beliefs about the roles of teachers	24
Language teacher associations as a nexus of research and practice: A collaborative autoethnography	24
The relationship between L2 grit and vocabulary knowledge in first-year Moroccan university students	24
Topicalization as a practice for facilitating L2 discussion in video-mediated extensive reading book club meetings	24
Internationally mobile students’ language views in an Inner Circle English writing course	24
The effect of self-perceived learning needs on self-regulated learning and learning outcomes in an EFL listening course	24
Mandarin Chinese-speaking learners’ acquisition of Italian consonant length contrast	24
Reflective dialogues in negotiating the research-practice nexus: A case study of an English as a Foreign Language (EFL) teacher-researcher collaboration	24
Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents	24
Unraveling the relationships among EFL teacher emotions, immunity, and teaching quality: A multilevel structural-equation modelling analysis	23
Rising China and rising Chinese: An investigation into African international students’ language beliefs	23
A configurational exploration of how emotions influence willingness to communicate among Chinese EFL learners: A fsQCA approach	23
Development and initial validation of learner engagement with teacher written corrective feedback scale	23
The effects of AI-assisted feedback on students’ perceptions, emotions, and learning outcomes in L2 writing: a three-level meta-analysis	23
The effects of chunk reading strategy training on the word chunking skills of L1-Japanese English learners	23
Transcending the boundaries of mode in online language teaching: A translanguaging perspective on ESL teachers’ synchronous small group online tutorials	22
Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM: A mixed methods study	22
The mediating effects of online learning engagement on the relationship between Chinese university students’ L2 grit and their English language achievement	22
Adaptive immunity to new language varieties: Cases of English and French as foreign languages learners	22
Effects of processing tasks on children's learning of second language words	21
Contributions of foreign language writing emotions to writing achievement	21
Book review	21
Corrigendum to “Engaging in dialogic peer feedback in L2 writing development: A microgenetic approach” [System 126 (2024) 103513]	21
Examining Chinese EFL learners’ online self-regulated learning: A mixed-methods approach	21
Foregrounding language teacher agency and positioning of EFL teachers in the research-practice nexus	21
Corrigendum to “Managing classroom misbehaviours in the Hong Kong English Medium Instruction secondary classrooms: A translanguaging perspective” [System 113 (2023) 102959]	21
Book review	21
Navigating language learning choices: How Chinese students adapt out-of-school English learning choices in a constrained EFL context	21
Guest editorial: L2 pragmatics in language teacher education	21
Editorial Board	20
Emergency remote teaching adaptation of the anonymous multi–mediated writing model	19
Cognitive processing in simultaneous interpreting with synchronous captioning: An eye-tracking study of Chinese head-final noun phrases with varied dependency distances	19

Book review	19
Book review	19
Native speakers aren't perfect’: Japanese English learners' identity transformation as English users	19
Book review	19
Book review	19
Interpersonal resources in letter writing of young L2 Chinese learners	19
Book review	19
Enhancing the research-praxis nexus: Critical moments implementing translanguaging pedagogies in English language education at an Austrian middle school	18
Introducing MultilingProfiler: An adaptable tool for analysing the vocabulary in French, German, and Spanish texts	18
The effect of social media use on language learning: A meta-analysis	18
Activity choice and perceptions: Influencing factors to learning outcomes within videoconference-enhanced LMS courses	18
Teaching English on a desert island: Primary school teachers' emotional experiences and professional identities	18
Inclusive teaching practices implemented in primary school bilingual programmes in Spain: Teachers’ views and associated factors	18
Competition or synergy? Effects of task complexity and social demand on EFL learners’ interactional pragmatic performance	18
Exploring patterns of L2 development in study abroad: Insights from cluster analysis	18
The effect of instruction on the development of L2 interactional competence: Listener responses in Chinese as a second language	18
When AI support shapes affect in L2 writing: Task-specific emotions across genre-based writing tasks	18
Weaving with emotions: Chinese international students’ academic discourse socialisation through feedback in academic tutorials	18
Reporting practices in applied linguistics quantitative research articles across a decade: A methodological synthesis	17
Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college	17
Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning	17
Deferred multimodal input enhances L2 listening and fast-speech adaptation: A predictive coding perspective	17
Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model	17
Directed Motivational Currents in L2: A focus on triggering factors, initial conditions, and (non)defining features	17
Gender differences in the relations between EFL students' classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use	17
Effect of interactive intensity on lexical alignment and L2 writing quality	17
“I Haven't felt AI writing is taking away my agency as a person”: A longitudinal study of ESL students' use of GenAI in academic literacies development	17
Book review	16
Developing critical minds: An ethnographic study on the implementation of conspiracy theories to foster critical digital literacy in English language classrooms	16
Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT: Insights from task design processes and post-implementation reflections	16
An empirical approach to measuring accent familiarity: Phonological and correlational analyses	16
Talking science: Women scientists’ engagement in spoken public science communication online	16
Evaluating the roles of breadth and depth of aural vocabulary knowledge in listening comprehension of EFL learners: An investigation applying auditory measures	16
Book review	16
Exploring ChatGPT-supported teacher feedback in the EFL context	16
Linguistic alignment in second language acquisition: A methodological review	16
Language teachers as pedagogical designers in technology-mediated language education	16
Book review	16
The impact of input mode on incidental vocabulary learning for CSL learners: Evidence from offline tests and eye-tracking studies	16
Revisiting CALL normalization through a Yin–Yang ecological perspective: A study on teacher intentionality and classroom technology use of a claimed reluctant user	16
Metaphor use in describing English public speaking anxiety by Chinese university EFL learners	16
Investigating the ecological validity of second language writing assessment tasks	16
A word to the wise: Crafting impactful prompts for ChatGPT	16
Editorial Board	16
Understanding assessment tasks: Learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks for TBLT implementation	16
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	15
Accent and topic familiarity in L2 listening comprehension: A mixed methods study of Chinese EFL learners’ performance and perceptions	15
Effects of Global Englishes-oriented pedagogy in the EFL classroom	15
Investigating teacher questioning in Hong Kong secondary EMI classrooms: (Mis)alignment between beliefs and practices	15
Book review	15
Examining Chinese teachers’ emotional vulnerability of teaching international students in an English medium instruction programme	15
Multimedia enhanced vocabulary learning: The role of input condition and learner-related factors	15
From out-group to in-group: Exercising agency for gaining membership through statement of purposes writing	15
A latent profile analysis of emotional intelligence and its relationship with L2 student writing feedback literacy	15
Writing from Abroad: Linguistic complexity and L2 Arabic writing quality across genres	15
Productive vocabulary knowledge in L2 German: Which word-related variables matter?	15
“We don't say ‘To-r Ó-nto. We say ‘To-r Ó-no.” Language ideologies on TikTok	15
Achievement goals and emotions of Chinese EFL students: A control-value theory approach	15
Investigating the mediating role of positive and negative beliefs about competition and competitive orientation in the relationship between language mindsets and emotions	15
Factor structure and psychometric properties of the L2 teacher boredom scale	15
Measuring the Global Englishes mindset: Development and validation of the GEM-Q for EFL learners	15
Implementing reading circles in an EAP course: Novice academic learners’ co-regulation strategies and their attitudinal dispositions	15
Book review	14
Book review	14
Exploring the linguistic signature of interpersonal liking in second language interaction	14
The effect of “at home” network communication, off-site travel, and extracurricular activity on longitudinal social network development in study abroad	14
System's 50th anniversary special issue in conversation with professor Jean-Marc Dewaele	14
‘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	14
Empathy, executive function, and dynamic L2 lexical inferencing in emotionally charged contexts: Predicting performance, inferencing potential, and retention	14
Metacognitive instruction in technology-mediated TBLT: An exploratory study of learners’ engagement	14
The mediating role of psychological capital in the relationship between foreign language anxiety and learning burnout among college students with different language environments	14
Emotion labor and professional identity construction of TESOL teacher educators	14
An ecological perspective on learner agency: The case of Chinese tertiary-level EFL students in peer reviews	14
Alignment between intended and enacted pedagogies: A study of ELT curriculum innovation implementation in Pakistan	14
Task type, task elements, and L2 grit: Predictors of ESL learners’ behavioural engagement in computer-mediated oral tasks	14
Multilingual identity and English achievement: A moderated mediation model of self-regulated learning strategy use and gender among Chinese EFL learners	14
Facilitating EFL learners' intercultural competence through culturally responsive teaching in oral English classrooms	14
EFL university students’ game element preferences and learning needs: Implications for the instructional design of digital gamified classes	14
Editorial Board	14
Designing a task-based conversational agent for EFL in German schools: Student needs, actions, and perceptions	14
Book review	14
Reading aloud listening test items to young learners: Attention, item understanding, and test performance	14
When extending wait-time is not enough for student participation: Eliciting student responses during L2 whole-class speaking	14
A study on the affordances of digital fairy-tale rewriting: A critical literacy approach to digital multimodal composing	14
Rapport in research interviews: An interdiscursive perspective	14
Becoming a teacher in the era of AI: A multiple-case study of pre-service teachers’ investment in AI-facilitated learning-to-teach practices	13
Editorial Board	13
Modeling writing self-efficacy over time and across tasks in an EFL context	13
Book review	13
Investigating the capability of ChatGPT for generating multiple-choice reading comprehension items	13
The impact of functional load and phoneme position on automated pronunciation assessment in young Korean EFL learners	13
Modeling speaking performance in young learners of Chinese as a heritage language: The interplay of L2 grit, motivational intensity, and willingness to communicate	13
Critical digital literacies, generative AI, and the negotiation of agency in human-AI interactions	13
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]	13
Exploring Chinese university students’ motivation and engagement in English medium instruction: A latent profiling approach	13