System

Article	Citations
Book review	267
Book review	188
Book review	143
Emotion and agency in building a Language Other Than English Teacher's research-teaching nexus	139
English-as-a-foreign language university instructors' perceptions of integrating artificial intelligence: A Turkish perspective	119
Institutional leaders and teacher research: Roles, interactions, and impacts	118
Validating word lists that represent learner knowledge in EFL contexts: The impact of the definition of word and the choice of source corpora	109
The effects of task complexity on lexical complexity in L2 writing: An exploratory study	106
Within- and out-of-school FL exposure and learning: An expectancy-value theory perspective on FL listening motivation	103
The effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words	102
Aggregating the evidence of automatic speech recognition research claims in CALL	101
Subtitles for vocabulary learning: Assessing the effects of L2, L1, and bilingual subtitles over time	95
Resilience in language classrooms: Exploring individual antecedents and consequences	91
Influence of stroke-order learning on Chinese character recognition among Chinese as a second language learners	88
How engagement dynamics shape collaborative writing processes: Perspectives from EAL learners	88
En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs	83
A narrative autobiographical exploration of language-in-education policy roles in a youth reengagement program	82
Exploring Chinese EFL student teachers' emotions and emotion-regulation strategies in receiving peer feedback on microteaching	80
EFL students’ self-regulated learning, motivation, and perceived teacher support in cooperative learning: A network analysis perspective	78
Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale	77
Exploring factors affecting English language teacher wellbeing: insights from positive psychology	75
Integrating language and history teaching through cognitive discourse functions: A closer look at the learning outcomes of a design-based research project	74
Conquering the tower of Babel? How linguistic distance affects second and foreign language reading in German, English, and French in year 9 in Germany	73
The impact of Global Englishes classroom-based innovation on school-aged language learners' perceptions of English: An exercise in practitioner and researcher partnership	70
How are personality factors connected to EFL learners’ oral performance? A psychological network analysis	67

Pinpointing the pivotal mediating forces of directed motivational currents (DMCs): Evidence from the Q methodology	64
“Like porcupines and hedgehogs”: Building positive teacher-student relationships in L2 classroom assessment from a relationships motivation theory perspective	62
Book review	59
Anchoring in the meso-level: Departmental preparation for the adoption of blended learning in tertiary education	59
Editorial Board	58
Book review	58
Book review	57
Reflective teaching, teacher immunity, and burnout: Investigating possible links	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	55
Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learner grit and burnout	52
Teacher professional development in focus: Dealing with students’ chat-based contributions in online teaching	51
Language learning beyond the classrooms: Experiences of Vietnamese English major and non-English major students	50
Intersections of social justice and emotion labor among English language teachers: A perezhivanie inquiry	48
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	48
Examining EFL learners’ oral advice production: The role of pragmatic demands and task complexity	48
Untangling the relationship between English as a foreign language learners’ metacognitive experiences and writing proficiency: A mixed-methods approach	47
A typology of metalinguistic feedback	45
Q methodology in applied linguistics: A systematic research synthesis	44
The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production	44
A systematic review of research on emotional artificial intelligence in English language education	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
Mapping the research on language teacher emotion: A systematic literature review	42
“This dissertation intricately explores…”: ChatGPT's shell noun use in rephrasing dissertation abstracts	42
Analysing preservice teachers' enactment of the UDL framework to support diverse students in a remote teaching context	42
Book review	41
Innovations in teaching L2 writing: How changes in teachers' SCK and PCK impact learners’ perceptions and writing outcomes	41
Editorial Board	40
Editorial Board	39
Assessing writing quality in story continuation writing tasks: The role of linguistic alignment	39
Vocabulary learning in EMI courses: A longitudinal study of Chinese university students over a term	38
The impact of functional load and cumulative errors on listeners' judgments of comprehensibility and accentedness	38
When CLIL is for all: Improving learner motivation through peer-tutoring in Mathematics	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	36
Exploring EFL learners' cognitive/emotional dissonance in content-based foreign language instruction: An ecological perspective	35
Corrigendum to “The impact of AI chatbots on EFL learners’ oral proficiency and willingness to communicate” [System 136 (2026) 103919]	35
Development of morphological diversity in second language Korean: An NLP analysis using the Korean Morphological Richness Analyzer 1.0	34
Research on language learning motivation in school settings in System	34
Conceptualizing and measuring foreign language reading boredom	34
Book review	34
Community of Inquiry perceptions and divergences between students and instructors	33
Cultivating the nexus of research and practice in language teacher education: A duoethnographic exploration	33
Growth of lexical and syntactic complexity, accuracy, and fluency in spoken production of first language and second language children	32
“Navigating Precarity”: Motivation of English language teachers in a Chinese higher vocational college	32
Beyond monologues – Examining L2 Finnish learners’ interpersonal behavior during dialogue speaking tasks using the computer-joystick method	31
A systematic review of reading self-efficacy in second or foreign language learning	31
Apology strategies and ritual frame indicating expressions (RFIEs) in advanced Korean learners’ Chinese: An interlanguage pragmatic study	31
Investigating the dynamics of English for Medical Purposes (EMP) textbook design and use in China	30
Development of L2 disciplinary literacy: A multidimensional analysis	30
ChatGPT affordance for logic learning strategies and its usefulness for developing knowledge and quality of logic in English argumentative writing	30
Exploring the influence of teachers’ motivation, self-efficacy, and institutional support on their research engagement: A study of Chinese university EFL teachers	30

Understanding student engagement with teacher and peer feedback in L2 writing	29
Linking mindsets to emotions in foreign language learning: A study integrating situated expectancy-value and control-value theories across proficiency levels	29
Harnessing AI in academic writing: The complex interplay of AI literacy and self-directed learning among university L2 learners	29
Understanding EFL students’ use of self-made AI chatbots as personalized writing assistance tools: A mixed methods study	29
Affordances and learner agency: Chinese EFL learners’ English vlogging practices on Douyin	29
Out-of-class English learning anxiety and its relation to motivation among Chinese university English majors	28
Book review	28
Exploring L2 writing teachers’ feeling rules, emotional labor and regulation strategies	28
Book review	28
ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study	28
The impact of early foreign language learning on language proficiency development from middle to high school	27
The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling	27
Learner engagement in comprehension-based and production-based tasks: Insights from young learners through an ecological perspective	27
The dynamics of second-language learning experience and motivational variability: Focusing on a reflective autobiography	27
Adapting to Complexity: Teacher-Student interactions in synchronous online language classes through a dynamic systems lens	27
Mapping out the disciplinary variation of syntactic complexity in student academic writing	27
Book review	27
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	27
Book review	27
Does instructional language matter in CLIL? A study of learner proficiency and affective factors	26
L2 speaking functional adequacy in study abroad: Development in monologic and dialogic task conditions	26
Yet another look at strategies for learning grammar: Validating the Grammar Learning Strategy Inventory in the Iranian EFL context	26
Postgraduate Chinese EFL learners’ emotional vulnerability displays and regulation strategies	26
Interplay among assessment practices, legitimacy of multimodality and learner identity: The case of embodied multimodal composing in L2 writing classes	26
Buoyancy and engagement in online English learning: The mediating roles and complex interactions of anxiety, enjoyment, and boredom	26
A comparative study of thematic choices and thematic progression patterns in human-written and AI-generated texts	26
Beyond ideologies of nativeness in the intelligibility principle for L2 English pronunciation: A corpus-supported review	25
Evaluating AI's impact on self-regulated language learning: A systematic review	25
FL listening motivation, interest, linguistic self-confidence, and overall proficiency: A complete double mediation model	25
Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms	25
The role of positive learning emotions in sustaining cognitive motivation for multilingual development	25
Integrated effects of interactional cognitions and emotional regulation capacity on peer interaction in the L2 classroom	24
Editorial Board	24
NLP-based analysis of verb semantic cohesion in L2 writing: Interaction of genre and proficiency on verb networks	24
Book review	24
Doing the task, doing the relationship: Responses to self-assessment and advice in peer reflection on microteaching	24
Book review	24
In pursuit of pink elephants: Sociocultural Theory and the determination of learning in assessments that support L2 teaching and learning	23
The relationship of language anxiety and English learners’ accentedness, comprehensibility, and speech rate across three communication tasks	23
Learning to construct authorial voice through citations: A longitudinal case study of L2 postgraduate novice writers	23
The impact of concordancing on English learners’ foreign language anxiety and enjoyment: An application of data-driven learning	23
Metacognitive strategies and self-efficacy co-shape L2 achievement: A multilevel structural equation modeling approach	23
ChatGPT: The catalyst for teacher-student rapport and grit development in L2 class	23
Language learning development in human-AI interaction: A thematic review of the research landscape	23
Promoting L2 reading fluency at the tertiary level through timed and repeated reading	23
Language teacher associations as a nexus of research and practice: A collaborative autoethnography	22
Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention	22
The gender enrolment gap in foreign language education revisited: Contemporary issues in a Ghanaian higher education institution	22
Technology-enhanced self-regulated second language learning interventions: A systematic review	22
The relationship between L2 grit and vocabulary knowledge in first-year Moroccan university students	21
A configurational exploration of how emotions influence willingness to communicate among Chinese EFL learners: A fsQCA approach	21
Book review	21
Internationally mobile students’ language views in an Inner Circle English writing course	21
Unraveling the relationships among EFL teacher emotions, immunity, and teaching quality: A multilevel structural-equation modelling analysis	21
Topicalization as a practice for facilitating L2 discussion in video-mediated extensive reading book club meetings	21
Mobilizing ‘context’: Vocabulary checks in ESL tutoring sessions	21
Using a metaphor task to explore TESOL students’ beliefs about the roles of teachers	21
Reflective dialogues in negotiating the research-practice nexus: A case study of an English as a Foreign Language (EFL) teacher-researcher collaboration	21
Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents	21
Bidirectional relationship between L2 pragmatic development and learner identity in a study abroad context	21
Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM: A mixed methods study	20
Mandarin Chinese-speaking learners’ acquisition of Italian consonant length contrast	20
The effect of self-perceived learning needs on self-regulated learning and learning outcomes in an EFL listening course	20
Rising China and rising Chinese: An investigation into African international students’ language beliefs	20
CACTI: Use of a survey instrument as a semistructured interview protocol to facilitate teacher retrospection on bi/multilingual practices in EMI	20
Development and initial validation of learner engagement with teacher written corrective feedback scale	20
Examining Chinese EFL learners’ online self-regulated learning: A mixed-methods approach	20
The mediating effects of online learning engagement on the relationship between Chinese university students’ L2 grit and their English language achievement	19
The effects of chunk reading strategy training on the word chunking skills of L1-Japanese English learners	19
Book review	19
Contributions of foreign language writing emotions to writing achievement	19
Effects of processing tasks on children's learning of second language words	19
Transcending the boundaries of mode in online language teaching: A translanguaging perspective on ESL teachers’ synchronous small group online tutorials	19
Guest editorial: L2 pragmatics in language teacher education	19
Foregrounding language teacher agency and positioning of EFL teachers in the research-practice nexus	18
Editorial Board	18
Book review	18
Book review	18
Book review	18
Corrigendum to “Managing classroom misbehaviours in the Hong Kong English Medium Instruction secondary classrooms: A translanguaging perspective” [System 113 (2023) 102959]	18

Enhancing the research-praxis nexus: Critical moments implementing translanguaging pedagogies in English language education at an Austrian middle school	18
Book review	18
Reporting practices in applied linguistics quantitative research articles across a decade: A methodological synthesis	18
Corrigendum to “Engaging in dialogic peer feedback in L2 writing development: A microgenetic approach” [System 126 (2024) 103513]	18
The effect of social media use on language learning: A meta-analysis	18
Peer interaction, writing proficiency, and the quality of collaborative digital multimodal composing task: Comparing guided and unguided planning	18
Activity choice and perceptions: Influencing factors to learning outcomes within videoconference-enhanced LMS courses	18
Book review	17
Effect of interactive intensity on lexical alignment and L2 writing quality	17
Native speakers aren't perfect’: Japanese English learners' identity transformation as English users	17
Interpersonal resources in letter writing of young L2 Chinese learners	17
Inclusive teaching practices implemented in primary school bilingual programmes in Spain: Teachers’ views and associated factors	17
Book review	17
Cognitive processing in simultaneous interpreting with synchronous captioning: An eye-tracking study of Chinese head-final noun phrases with varied dependency distances	17
Deferred multimodal input enhances L2 listening and fast-speech adaptation: A predictive coding perspective	17
Emergency remote teaching adaptation of the anonymous multi–mediated writing model	17
Investigating the ecological validity of second language writing assessment tasks	17
Introducing MultilingProfiler: An adaptable tool for analysing the vocabulary in French, German, and Spanish texts	16
The effect of instruction on the development of L2 interactional competence: Listener responses in Chinese as a second language	16
Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college	16
Linguistic alignment in second language acquisition: A methodological review	16
Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model	16
Situating emotionality within socialization in study abroad contexts: The Student's perspective	16
Exploring ChatGPT-supported teacher feedback in the EFL context	16
Directed Motivational Currents in L2: A focus on triggering factors, initial conditions, and (non)defining features	16
Teaching English on a desert island: Primary school teachers' emotional experiences and professional identities	16
Developing critical minds: An ethnographic study on the implementation of conspiracy theories to foster critical digital literacy in English language classrooms	16
Gender differences in the relations between EFL students' classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use	16
Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning	16
The emergence of boredom in an online language class: An ecological perspective	15
Metaphor use in describing English public speaking anxiety by Chinese university EFL learners	15
The emotional landscape of online teaching: An autoethnographic exploration of vulnerability and emotional reflexivity	15
Conversation for co-learning in the eikaiwa classroom	15
The possibility of improving automated calculation of measures of lexical richness for EFL writing: A comparison of the LCA, NLTK and SpaCy tools	15
Revisiting CALL normalization through a Yin–Yang ecological perspective: A study on teacher intentionality and classroom technology use of a claimed reluctant user	15
Book review	15
“We don't say ‘To-r Ó-nto. We say ‘To-r Ó-no.” Language ideologies on TikTok	15
Understanding assessment tasks: Learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks for TBLT implementation	15
Factor structure and psychometric properties of the L2 teacher boredom scale	15
Book review	15
Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT: Insights from task design processes and post-implementation reflections	14
Editorial Board	14
Language teachers as pedagogical designers in technology-mediated language education	14
An empirical approach to measuring accent familiarity: Phonological and correlational analyses	14
Investigating teacher questioning in Hong Kong secondary EMI classrooms: (Mis)alignment between beliefs and practices	14
Talking science: Women scientists’ engagement in spoken public science communication online	14
From out-group to in-group: Exercising agency for gaining membership through statement of purposes writing	14
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	14
A latent profile analysis of emotional intelligence and its relationship with L2 student writing feedback literacy	14
Book review	14
Emotion labor and professional identity construction of TESOL teacher educators	14
Examining Chinese teachers’ emotional vulnerability of teaching international students in an English medium instruction programme	14
An ecological perspective on learner agency: The case of Chinese tertiary-level EFL students in peer reviews	13
Book review	13
Book review	13
Rapport in research interviews: An interdiscursive perspective	13
Editorial Board	13
Measuring the Global Englishes mindset: Development and validation of the GEM-Q for EFL learners	13
The impact of input mode on incidental vocabulary learning for CSL learners: Evidence from offline tests and eye-tracking studies	13
Evaluating the roles of breadth and depth of aural vocabulary knowledge in listening comprehension of EFL learners: An investigation applying auditory measures	13
Investigating the mediating role of positive and negative beliefs about competition and competitive orientation in the relationship between language mindsets and emotions	13
A word to the wise: Crafting impactful prompts for ChatGPT	13
When extending wait-time is not enough for student participation: Eliciting student responses during L2 whole-class speaking	13
System's 50th anniversary special issue in conversation with professor Jean-Marc Dewaele	13
Writing from Abroad: Linguistic complexity and L2 Arabic writing quality across genres	13
Implementing reading circles in an EAP course: Novice academic learners’ co-regulation strategies and their attitudinal dispositions	13
Effects of Global Englishes-oriented pedagogy in the EFL classroom	13
Multimedia enhanced vocabulary learning: The role of input condition and learner-related factors	13
Achievement goals and emotions of Chinese EFL students: A control-value theory approach	13
Exploring the linguistic signature of interpersonal liking in second language interaction	13
The effect of “at home” network communication, off-site travel, and extracurricular activity on longitudinal social network development in study abroad	13
Carnivalesque: Staging postdigital literacy	13
Book review	13
Productive vocabulary knowledge in L2 German: Which word-related variables matter?	13
An overview of TBLT approaches and cognitive processes with heritage language learners	12
Designing a task-based conversational agent for EFL in German schools: Student needs, actions, and perceptions	12
Alignment between intended and enacted pedagogies: A study of ELT curriculum innovation implementation in Pakistan	12
The mediating role of psychological capital in the relationship between foreign language anxiety and learning burnout among college students with different language environments	12
Investigating the capability of ChatGPT for generating multiple-choice reading comprehension items	12
Critical digital literacies, generative AI, and the negotiation of agency in human-AI interactions	12
Editorial Board	12
Effect of auditory precision on L2 speech learning is partially mediated by learning target and instruction form	12
Metacognitive instruction in technology-mediated TBLT: An exploratory study of learners’ engagement	12
Task type, task elements, and L2 grit: Predictors of ESL learners’ behavioural engagement in computer-mediated oral tasks	12
Book review	12
Facilitating EFL learners' intercultural competence through culturally responsive teaching in oral English classrooms	12
EFL university students’ game element preferences and learning needs: Implications for the instructional design of digital gamified classes	12
The role of input modality and vocabulary knowledge in alignment in reading-to-speaking tasks	12
Language teacher investment as resistance: Why do teachers engage in practitioner research in an uneven world	12
Reading aloud listening test items to young learners: Attention, item understanding, and test performance	12
‘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	12
The use of online dictionaries in video-mediated L2 interactions for the social accomplishment of Virtual Exchange tasks	12
Becoming a teacher in the era of AI: A multiple-case study of pre-service teachers’ investment in AI-facilitated learning-to-teach practices	12
Book review	12
A study on the affordances of digital fairy-tale rewriting: A critical literacy approach to digital multimodal composing	12