International Journal of Applied Linguistics

Article	Citations
Conducting sentiment analysis, LeiLei and DilinLiu, Cambridge University Press, 2021. 96 pp	77
Profiling EFL Students’ Motivation and Anxiety in Collaborative Learning: Associations With Teachers’ Support, Self‐Regulated Learning, and Achievement	50
A Narrative Inquiry Into the Role of Emotional Experience in Novice Secondary School English Teachers’ Identity Construction	24
“Our study offers insight into…” Rhetorical promotion in English and Spanish conference abstracts	22
Multi‐Formed Power and Coordinated Responses in Academic Supervision	21
The relationship between receptive and productive knowledge of L2 English collocations	21
Calm down: A mediation model on the mitigating effect anxiety has on learner interactions and learning outcome	18
Functions of idioms in English as lingua franca: An appraisal system account	17
Researching second language acquisition in the study abroad learning environment: An introduction for student researchersChristina L.Isabelli‐García, Casilde A.IsabelliPalgrave Pivot, 2020. xxii + 138	17
The Effects of Strategy Instruction on Chinese EFL Learners’ Pragmatic Awareness and Pragmatic Motivation	15
Measuring native‐speaker vocabulary size. PaulNation and AverilCoxhead, John Benjamins Publishing Company, Amsterdam/Philadelphia, 2021, xiii, 160 pp., Hardbound: ISBN 9789027208149, EUR 95.00; Paperb	15
A contrastive analysis of congratulate by native speakers of Chinese and advanced learners of Chinese	14
Preschool English language planning in China: Tensions between policy and practice	13
Effects of Task Complexity and L2 Proficiency on Functional Adequacy in L2 Writing	13
The Effects of Rule‐Based and Acoustic‐Perceptual Instruction on Chinese ESL Learners’ English Primary Word Stress Placement Accuracy	13
Posture, Competitiveness, and Motivation of Korean Language Learners: A Mixed‐Methods Study	13
Chinese Verb Frames in Primary Education: From Basic Communication to Cognitive Complexity	13
Where there is suffering, there is sympathy: The speech act Sympathize in learning Chinese as a foreign language	12
Statistics in corpus linguistics: A practical guideVaclavBrezinaCambridge University Press, 2018	12
A Multiple‐Choice Exercise on Collocations: What Do Learners Actually Remember?	12
Epistemic Dissemination as Dialogue: A Case of Museum‐Visitor Stance Negotiation Through Multilingualism	11
A Translanguaging Approach to Doctoral Supervision: Leveraging Students’ Multilingualism as Intellectual Resources	11
Evidential Strategies in Chinese Social‐Mediated Communication: A Digital Conversation‐Analytic Approach	10
Vocabulary Demands of Open Access Academia: A YouTube Corpus Study	10
English teachers’ professional identity incorporated with perceived anxiety in the context of flipped teaching: Scale development and model extension	10

Understanding academic vocabulary learning in higher education: Perspectives from first‐year undergraduates in Hong Kong	9
Effects of deductive and explicit‐inductive instruction on tertiary‐level Chinese learners’ use of English subjunctive as a pragmatic mitigator	8
Linguistic and Cultural Immersion of American Students in Spanish Universities: Implications for Higher Education and Study Abroad Programs	8
E‐learning anxiety and satisfaction with online EFL courses in times of COVID‐19: A moderated mediation model of positive coping and gender	8
Local Grammar Approach to Critical Discourse Analysis: A Case Study on the Discursive Representation of Climate Change in the UN News	8
Do Formal Stance Strategies Reveal Disciplinary Variation in Professional Scientific Writing?	7
The Cross‐Linguistic Transfer of Self‐Regulated Learning Strategy Use From L1 to L2: The Moderating Role of L2 Learning Motivation and Exposure	7
Language Teachers’ Development of Decision‐Making and Pedagogical Reasoning: A Sociocultural Perspective on Peer Coaching	6
Perceptual ratings of pronunciation for L2 learners of English as a function of task type, word position, and listener expertise	6
The relationship between self‐regulated learning strategy use and task engagement	6
Guiding the Future: The Role of L2 Self‐Guides in Predicting Pre‐Service Language Teachers’ Professional Commitment	6
English learning and use in Hong Kong's bilingual education: Implications for L2 learners’ development of interactional competence	6
Exploring Strategies to Connect Foreign Language Education With People Skills: Nurturing Intercultural Understanding Through the Rich Cultural Tapestry of Japanese Anime	6
Iterative Self‐Branding: Chinese Language Teachers’ Understanding and Rationalization of Working on Online Tutoring Platforms	6
Tracking Advanced Chinese Language Learners’ Oral Proficiency Development and Social Network Construction While Studying Abroad	6
The Roles of Decision‐Makers in Family Language Policy Process: A Systematic Review of Research Since 2013	6
Emotion in language: Emotion word type and valence interactively predicted Chinese emotional word processing in emotion categorization task	6
If you look at the table…: Directives in conference presentations and university lectures	6
Effects of pronominal reference on the integration of syntactic and semantic information in second language processing	5
Meaningful teaching interaction at the internationalised university: Moving from research to impactDorisDippoldMarionHeronRoutledge, 2021. xxiv + 209 pp. ISBN: 9780429329692 (ebk)	5
Unraveling University EFL Teachers’ Feedback Beliefs in Teaching English Argumentative Writing	5
Focus on form. AlessandroBenati. Cambridge University Press, 2021, 78 pp., ISBN 978‐1‐108‐70834‐0 Paperback.	5
Issue Information	5
A Journey of Discovery: Unraveling Chinese Qingjiao’s (Earlier Career University Teachers’) Professional Agency for Learning to Negotiate Identity Tensions	5
Adapting the task‐based methodology for learners with intellectual disabilities: Five key facets for consideration	5
Learner knowledge of English phrasal verbs: Awareness, confidence, and learning experiences	5
Understanding EAP learners’ beliefs about language learning from a socio‐cultural perspective: A longitudinal study at an EMI context in mainland China. ChiliLi, Springer Singapore, 2021 ISBN: 978‐981	5
Enabling and Enacting: Interplay of Agency and Emotions in the Learning Experiences of Successful EFL Learners	5
Emotions, perspectives, and English language teacher identity construction: A phenomenographic‐narrative study	5
Report by Grégory Miras as AILA ReN Coordinator	5
The role of reticence in the comprehension of metaphorical taboo expressions in the foreign language	5
Interaction between levels of text representation and working memory during L2 reading comprehension: What about it?	5
An Investigation of the Relational Aspects of L2 Teacher Pride in the Turkish Context: A Retrodictive Qualitative Modeling Approach	5
Revisiting directionality in China's “outward translation”	5
Emotional labour in comforting strangers on social media	5
Exploring AI Literacy and AI‐Induced Emotions among Chinese University English Language Teachers: The Partial Least Square Structural Equation Modeling (PLS‐SEM) Approach	5
Triadic oral peer feedback: Does EFL learners’ L2 proficiency pairing play a role?	4
Attitudes toward the spread of English and language learning motivation: A graded response model analysis	4
A netnography of emergent ESOL researcher identity and development in a virtual community of practice	4
Conceptualizing L2 Teachers’ Blended Assessment Literacy (L2TBAL): A Scoping Review	4
Comparing Language Learners’ Engagement With Teacher and AI's Responses: Differences in Feed‐Back, Feed‐Up, and Feed‐Forward	4
Integrating Culturally Sustaining Pedagogies With Social Justice Language Education: Insights From a Field‐Based English Teacher Education Course	4
Exploring Chinese EFL teachers’ perceptions of creativity and criticality in assessment practices: A qualitative study	4
Group work dynamics and the role of leadership in face‐to‐face and online second language classes	4
Which Theory Better Explains Multilinguals’ Translation Classroom Engagement: Situated Expectancy‐Value Theory or Control‐Value Theory?	4
Exploring Learners’ Perceptions of AI‐mediated informal digital Multilingual Learning: A Q‐Methodology Approach	4
Tracing the Signature Dynamics of EFL Learners’ L2 Motivation in an AI‐Enhanced Learning Context: A Retrodictive Study on College Students in China	4
Exploring the interplay of attitudes: The transfer of self‐efficacy and emotions between L1 Chinese and L2 English integrated writing contexts	4
People as Climate Action Motivators. A Survey‐Based Study of Wording and Arguments Suggested as Motivating for Individual Climate Action	4
Exploring Mindset Profiles and Their Associations With Enjoyment, Ideal Self, Grit, and Achievement Among Chinese Adolescent Language Learners: A Latent Profile Analysis	4

The Routledge handbook of language testing, 2nd edition Edited by GlennFulcher | LukeHardingRoutledge, 2021. xviii + 656 pp. ISBN: 9781138385436	4
Authenticity on Social Media: English Language Teachers' Perceptions and Experiences	4
EFL learners’ confidence, attitudes, and practice towards learning pronunciation	4
The role of individual differences in second language pragmatics: A systematic review	4
Compiled by AILA ReN Coordinator	4
Viral discourse, Rodney H.Jones, Cambridge University Press, 2021. vi + 95 pp. $20.00 (paperback), ISBN: 9781108986625	3
Learners’ Acceptance and Use of Multimodal Artificial Intelligence (AI)‐Generated Content in AI‐Mediated Informal Digital Learning of English	3
Exploring epistemological decentring in a language other than English classroom through pedagogical translanguaging	3
Calm the Mind, Unlock the Voice: A Bayesian Longitudinal Analysis of Mindfulness and EFL Speaking Anxiety	3
Metaphor, sustainability, transformation: Transdisciplinary perspectives. Edited by IanHughes, EdmondByrne, GerardMullally, ColinSage. Routledge, 2022. XIII + 264 pp. ISBN 9780367698553	3
The development of phrase‐frames in EFL learners’ essays: Variability, structures, and functions	3
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Patterns of contingency and non‐contingency in teacher–student scaffolding interactions: A case of novice and experienced language teachers	3
Issue Information	3
The efficacy of written corrective feedback: Searching for the best predictors	3
Can EFL teaching help revitalize the Aymara language and culture? Exploring EFL teachers' practices from Northern Chile	3
Exploring Chinese EFL Teachers’ Perceptions About the Contribution of Positive Classroom Climate to Their Professional Vitality and Creativity: A Qualitative Study	3
100 Years of conference interpreting: A legacy. Edited by Kilian G.Seeber, Cambridge Scholars Publishing. Newcastle upon Tyne, 2021, Price: £64.99, 242 pp. ISBN: 1‐5275‐6719‐2	3
Compiled by AILA ReN coordinator	3
University students’ metaphors for Canadian multiculturalism: Diverse perceptions	3
How Do Congruency and L2 Proficiency Impact the Processing of Chinese L2 Collocations? Evidence From Different L1 Activation States	3
Conducting second‐language reading research: A methodological guide by Elizabeth B.Bernhardt, Michael L.Kamil. eds. Routledge, 2022. xviii, 161 pp. ISBN: 978‐1‐003‐15513‐3	3
“Contemporary standard” English policy and pseudo‐diversity among inner and outer circle assistant language teachers in Japan	3
Imagined Communities of Chinese International Graduates in Australia and New Zealand	3
How the Effects of Foreign Language Enjoyment, Anxiety, Boredom and Peace of Mind on Attitude/Motivation Change With Skill Level, Academic Achievement and Age: A Moderated Mediation Model	3
Stance in article highlights: The promotion of Covid‐19 research	3
Teaching and testing second language pragmatics and interaction: A practical guideCarstenRoeverRoutledge, 2022. 200 pp. £27.62 (ebook). ISBN: 9780429260766	3
Issue Information	3
Language Teacher Agency and Identity in Internationalized Higher Education: An Ecological Perspective	3
Psycho‐Emotional Factors and Language Teachers’ Creativity, Identity, and Professional Development: An Introduction	3
Introducing English for research publication purposes. JohnFlowerdew and PejmanHabibie. Routledge, 2022. p. 157. ISBN: 978‐0‐367‐33059‐0, $55 (hardcover)	2
Compiled by AILA ReN Coordinator, Glenda El Gamal, Khalifa University, [email protected]	2
Providing Pragmatics Training for L2 Teachers: A Sociocultural Perspective on Development of a Chinese Graduate Teaching Assistant	2
Becoming a researching subject in the era of neoliberalism: Toward a theory of ethics	2
The Effect of Indirect Error Correction Strategies on Complex Target Forms in Young Chilean L2 Learners	2
Chinese Researchers’ Orientation Toward Peer Review Through the Lens of Engagement	2
The Acquisition of Japanese Sound‐Symbolic Words by Chinese JFL (Japanese as a Foreign Language) Learners	2
Affiliating With Jury: Analysis of Multimodal Graduation in Attorneys’ Closing Arguments	2
Does the word‐writing strategy in vocabulary learning increase learning outcomes or mislead learners into overestimation?	2
Moving Beyond Surface Changes: How Novice L2 Writers Strategically Revise in DDL‐Supported Argumentative Writing	2
Linguistic (In)Directness in Complaints on an Online Discussion Forum for Chinese University Students	2
Accentism: Experiences of Thais as English LX Users in Workplaces	2
Computational Sociolinguistics: An Emerging Multidisciplinary Research Area	2
Learning environment matters for university EFL learners’ emotions and approaches to online learning technologies: A Chinese perspective	2
Easing down foreign language listening anxiety: Metacognitive intervention and dialogic interaction	2
The distributed practice effects of speaking task repetition	2
Rethinking “Elaborate Equals Effective”: Unpacking the Impact of Feedback Complexity and Text Type on Learner Engagement With GenAI's Feedback	2
Unraveling the Emotions of an English as a Foreign Language Teacher and Their Impact on Professional Identity in Teaching Reform	2
TV serials and movies to boost intercultural communicative competence in Turkish EFL context	2
The Role of Critical Discourse Analysis in Promoting Epistemological Diversity in EAL Learning: A Case Study on Canadian International Students	2
Gender‐Fair Language (GFL) in Austrian Tabloid and Broadsheet Newspapers: A Corpus‐Based Frequency and Context Analysis	2
Longitudinal Development of L2 Writing Cohesion in Continuation Tasks	2
Emotional Impact on Professional Identity Development: The Case of Chinese English Language Textbook Writers	2
An Intercultural Framework for Assessing Sociopragmatic Competence in English Language Education: Evidence From the Chinese EFL Context	2
Integrating Various Types of Feedback in L2 Writing Instruction: Teachers' and Students' Perspectives	2
Motivation, Self‐Regulated R2W Strategy Use, and Their Relationship Patterns Among Different Writing Performance Groups	2
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A Revisit to Recast Efficacy in L2 Learning: An Alignment Perspective	2
EFL Adolescents' Use of English in the Era of New Digital Media: An Empirical Investigation	2
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Data‐Driven Learning: A Linguistically Authentic Complement to Coursebooks for Foreign Language Learners	2
Compiled by AILA ReN Coordinator, Glenda El Gamal, Khalifa University, [email protected]	2
Issue Information	2
Teacher Support in Enhancing Willingness to Communicate: The Mediating Effect of Growth Language Mindset	2
Teachers’ perceptions of implementing digital multimodal composing in tertiary classrooms: Voices from Chinese EFL teachers	2
Wearing face masks in different speech styles during the COVID‐19 pandemic: A study of Thai L2 English learners	2
Construction grammar: The structure of English by ThomasHoffmann ed. Cambridge University Press, New York, 2022, xi, 315 pp., US$120,00, ISBN 978‐1‐107‐01349‐0 Hardback	2
A Latent Profile Analysis of EFL Teachers’ Self‐efficacy: Associations With Their Emotional Intelligence and Teaching Innovation Behavior	2
Bilingual Development in the Tai‐Vietnamese Multicultural Borderland	2
A Cross‐Cultural Comparison Between Chinese and Russian Social Media Self‐Praise	2
Making Arguments at Lower Proficiencies: Move–Bundle Connection in Korean University Students’ English Argumentative Writing	2
Exploring Acoustic Overlap in Second Language Vowel Productions	2
Engagement in collaborative writing: Exploring learners’ control of task content and text quality	2
The multiword processing by low‐proficiency Japanese English learners: Meaningfulness and constructions	1
Examining learning opportunities and perceptions of Latin American ESL learners in varying proficiency‐level groups	1
Cognitive Task Complexity and Learner Engagement: Evidence From Direction‐Giving Map Tasks	1
Influential sociocultural factors on teacher agency in times of educational change: Reflection from a Southeast Asian context	1
Teacher‐Student Relationships as a Buffer: Mitigating Anxiety's Impact on Willingness to Communicate across Genders	1
Young EFL Learners’ Incidental Collocation Learning Through Different Multimodal Inputs: A Mixed‐Methods Study	1
Incorporating ChatGPT Into Genre‐Based Instruction for Argumentative Writing Among EFL College Students	1

Unpacking Advising: Boundaries as a Key Resource in Academic Supervision	1
Rethinking Social Language Learning and Politeness in Autism: Key Insights for English Language Teachers	1
Identities in Flux: English as Cultural Capital and a Rationale for Investment in a Pakistani University Classroom	1
Phonetic Transcription Skills Promote L2 Listening Comprehension: Evidence From Longitudinal Cross‐Lagged Models of L2 Chinese Learners at Different Proficiency Levels	1
Investigating Entanglements in Experienced Language Teachers’ Sense of Belonging and What Belonging Does	1
“Behind the Screen, I Still Care about my Students!”: Exploring the emotional labour of English language teachers in online teaching during the COVID‐19 Pandemic	1
Teacher questions: A comparative analysis between English‐medium and Basque‐medium lessons at university	1
The Effect of Alignment on the Listening and Speaking Continuation Task	1
Examining the Effects of the L2 Learning Experience on the Ideal L2 Self and Ought‐to L2 Self in a Japanese University Context	1
Generational Gatekeepers: Parental Impediments to Global Englishes Language Teaching	1
A Finer‐Grained Exploration of Morphological Knowledge in EFL Reading Among Chinese College Learners: Mediation Through Vocabulary and Grammar Knowledge	1
A methodological synthesis of narrative inquiry research in applied linguistics: What's the story?	1
Does the attractiveness of K‐culture shape the enjoyment of foreign language learners of Korean?	1
Understanding the Motivations Behind Feedback‐Seeking Behavior in L2 Writing: A Situated Expectancy‐Value Perspective	1
The roles of vocabulary knowledge and metacognitive awareness as mediators between prior knowledge and L2 academic reading	1
From Global to Local: Investigating the Role of Enjoyment and Anxiety in Interpreting Achievement	1
The Association Between Social Support and L2 Learning Engagement: The Mediating Roles of L2 Resilience and Control	1
Multimodal Co‐Selection of Grammatical Tenses in Chinese Primary School EFL Textbooks: The Case of Verb be	1
Relationships of Linguistic Complexity and Accuracy to Functional Adequacy Across L2 English Speaking and Writing: Roles of L2 Proficiency and Task Type	1
The Routledge handbook of vocabulary studiesBy StuartWebb, London: Routledge. 2020. pp. xx + 598. ISBN: 978‐1‐138‐73572‐9	1
Storytelling in a Bilingual Classroom Through the Lens of Epistemic Diversity and Translanguaging	1
30 Years of development of English teaching materials: A bibliometric analysis	1
The Impacts of Guided and Unguided Mobile‐Mediated Concept Mapping on EFL Learners’ Vocabulary Learning and Strategy Awareness	1
Learning English in China: The Earlier, the Better?	1
An inconvenient truth: When ideologies of multilingualism lead to auto‐inflicted epistemic exclusion by multilingual students in higher education	1
Report by Grégory Miras as AILA ReN Coordinator	1
Vocabulary and Second Language WritingDavidHirsh Ann Arbor: University of Michigan Press, 2021. xiii + 160 pp., $27.00, Paperback, ISBN: 978‐0‐472‐03868‐8; $24.00, E‐book, ISBN: 978‐0‐472‐12948‐5	1
Exploring L2 students’ experiences with an integrated teacher written and spoken feedback strategy	1
Exploring Tibetan Learners’ DMCs and the Influential Components Through Q‐Methodology	1
Effects of pair work and individual work on paired‐associate vocabulary learning in an EFL context	1
Practices, challenges, and impacts of teaching and learning French as a second language in Ontario secondary schools: Focus on tech‐oriented students	1
Enhancing EMI pedagogical curricula to prepare pre‐service English teachers for socioculturally diverse classrooms	1
Factors that affect native English speakers’ comfort levels when communicating with non‐native English speakers	1
“Doing reviews is an unpaid service”: Why female Chinese novice applied linguistics researchers choose to participate in the peer review process	1
Multimodal Composition as a Catalyst for Technology Self‐Efficacy	1
Emotional Entanglements and Intersectional Language Teacher Identities in Critical Autoethnographic Narratives	1
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Affective and Psycholinguistic Norms for 1200 Two‐character Chinese Words	1
More Complex Constrained Language? An Investigation on Nominal Complexity in Constrained Spoken English Varieties of ESL, EFL, and Interpreted English	1
Fostering Inclusive Learning and 21st‐Century Skills: Creating Translanguaging Spaces in University Content and Language Integrated Learning Courses	1
How Do Interpreters Not Know Language? Monolingual Approaches to Multilingual Minorities in Interpreting	1
“Sorry, Again Again…”: ASEAN ELF Communication Strategies in Multilingual Thai EMI Classrooms	1
Exploring the interplay between enjoyment, anxiety, ideal self, and willingness to communicate in EMI higher education	1
Self‐Consumption Translation: Exploring Interlingual Translation Within Multilingual (mainland) China	1
Group concept mapping strategies for collaborative continuation tasks	1
Writing Teachers’ Emotion(s) and Agency in a Professional Development Course	1
Conversational Humor in Intercultural Communication	1
Exploring the acceptance of generative artificial intelligence for language learning among EFL postgraduate students: An extended TAM approach	1
Second language writing instruction in global contexts: English language teacher preparation and development edited by LisyaSeloni and Sarah HendersonLee, (2019).  Multilingual Matters, 336pp., £59.95	1
Understanding Student Preparedness to Handle L2 Writing Curriculum Transitions: A Hidden Curriculum Perspective	1
Generation Alpha in the Classroom: New Approaches to Learning By ErikaGalea and OlgaSayer, Oxford: Oxford University Press, 2025. 168 pp. £41.30 (paperback). ISBN: 9780194097819	1
Distribution of grammar learning through writing tasks: A potential role of proficiency	1
Measuring secondary school students’ L2 writing self‐regulated strategies in the Korean EFL context	1
Exploring the Direct and Indirect Relations of E‐Book Narration and Bilingual Parent–Child Talk to Children's Learning Outcomes in EFL Shared Reading	1
Crossing borders, writing texts, being evaluated, Edited by AnneGolden, LarsAnders Kulbrandstad, LawrenceJun Zhang. Multilingual Matters, 2021. 184 pp. ISBN: 9781788928557, £29.95 (GBP), $39.95 (USD),	1
Chinese EFL Teachers’ Professional Agency as a Facilitator of Their Sustainable Development and Work Engagement	1
The Oxford handbook of the mental lexicon By AnnaPapafragou, John C.Trueswell, Lila R.Gleitman (Eds.), Oxford: Oxford University Press. 2022. 811 pages. ISBN: 9780198845003	1
Mapping Individual Networks of Practice in Master's Thesis Writing: A Multiple Case Study	1
Issue Information	1
Critical Thinking and Engagement in Foreign Language Learning: Mediation of Enjoyment, Anxiety, and Boredom and Moderation of Achievement Level	1
Changes in Task Motivation and Their Relationship With Oral Performance in Audiovisual‐Based Continuation Tasks	1
“Without the video I wouldn't have known”: An experienced EFL teacher learning to provide oral corrective feedback	1
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Creativity, Topic Familiarity, and L2 Performance in Story Continuation Writing Tasks	1
Directives in Academia and Media During the Uncertainty	1
Examining the Effects of Synchronous Written Corrective Feedback During Computer‐Mediated Collaborative Writing: Feedback Type and Learner Perceptions	1
The Relative Importance of Growth Teaching Mindset, Emotions, and Self‐Efficacy in Teachers’ Grit	1
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Teacher awareness as professional development: Assistant language teachers in a cross‐cultural context By Nami Sakamoto, Switzerland: Palgrave Macmillan. 2022. pp. xiii+ 164. GBP 54.99 (hbk), ISBN: 97	0
Model‐based feedback for L2 writing revision: The role of vocabulary size and language aptitude	0
A Longitudinal Case Study of L2 Interactional Competence Development in the ELT Classroom: Teachability and Learnability of L2 Interactional Practices	0
Technical vocabulary in government spoken communications: The team of five million in bubbles, PPE and CBACs	0
L2 Lexical Alignment and Lexical Learning in Collaborative Continuation Writing	0
EFL adolescent learners’ perceptions of digital multimodal composing tasks and task outcomes: A longitudinal study	0
Multimodality across classrooms: Learning about and through different modalities edited by Helende Silva Joyce and SusanFeez (2020). London, Routledge, 226pp., £36.99, ISBN 978‐0‐367‐58668‐3	0
Collaborative Writing and Learning of Reported Speech During Mixed‐Age Peer Interactions in English as a Foreign Language Classroom	0
How does learners’ L2 utterance fluency relate to their L1? A meta‐analysis	0
Considering Emotions as Entanglements in Applied Linguistics	0
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Autonomous use of podcasts with metacognitive intervention: Foreign language listening development	0
Exploring the Associations between Informal Digital English Learning (IDLE), Personality Traits, and Critical Thinking among Chinese EFL Learners	0
Social participation and identity change during study abroad: British sojourners in China	0
Linguistic influences on comprehensibility and accentedness in second language Korean speech	0
Report by Grégory Miras as AILA ReN coordinator	0
Chinese TESOL Teacher Educators’ Perceptions of Factors Influencing Teacher Agency	0
Self‐praise on social media WeChat Moments in L1 and L2 Chinese	0
Does the work environment matter in shaping English as a foreign language teachers’ teaching for creativity: A mixed‐methods investigation into the roles of perceived climate, peer group interaction,	0
Reconsidering context in language assessment: Transdisciplinary perspectives, social theories, and validity By JannaFox and NatashaArtemeva, Routledge, 2022, 370 pp., $160 (hardback), ISBN 97808153950	0
Effect of localized task‐based language teaching on Chinese secondary school English learners’ oral production in examination‐oriented contexts	0
Exploring the Perceived Attitudes, Motivation, and Influencing Factors of Translanguaging Among Teachers of Chinese as an Additional Language From an Activity Theory Lens	0
Historical development of English learning motivation research: Cases of Korea and its neighboring countries in East Asia By Tae‐YoungKim, Springer. 2021, pp. xii + 318, 179.99$ (Hardcover). ISBN: 978	0
Linking motivation and willingness to communicate in online L3 learning context: The influence of emotions and perceived positive language interaction	0
African‐American English: Structure, history and use Edited by Salikoko S.Mufwene | John R.Rickford | GuyBailey | JohnBaughRoutledge, 2022. xvi + 352 pp. ISBN 978‐0‐367‐76072‐4 (hbk)	0
“Striving to Stand Out”: How Competitive Classroom Climates Shape Chinese EFL Learners’ Feedback‐Seeking Behavior through Expectancy‐Value Appraisals	0
Exploring Pedagogical Strategies for Developing Orthographic Knowledge: A Case Study of the Critically Endangered Manchu Language	0