International Journal of Applied Linguistics

(The TQCC of International Journal of Applied Linguistics is 1. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-04-01 to 2024-04-01.)
The neglected emotion of boredom in teaching English to advanced learners29
The L2 motivational self‐system: A meta‐analysis approach21
The profiles of English medium instruction teachers in higher education16
The motivation‐anxiety interface in language learning: A regulatory focus perspective15
Differences in emotional reactions of Greek, Hungarian, and British users of English when watching television in English15
English language learning barriers of Afghan refugee women in Australia12
Using corpora to foster L2 construction learning: A data‐driven learning experiment11
Exploring the meanings and grammatical functions of idioms in teaching Chinese as a second language9
ESL learners’ perception and its relationship with the efficacy of written corrective feedback9
Stance in academic blogs and three‐minute theses9
Teachers’ beliefs and practices about oral corrective feedback in university EFL classes8
Professional development of CLIL teachers, YuenYi Lo. Springer Nature Singapore Pte Ltd, 2020. xi+154 pp. Hardcover: 93,59 €. ISBN: 978‐981‐15‐2424‐08
Exploring tasks‐as‐process in Spanish L2 classrooms: Can corpus‐based tasks facilitate language exploration, language use, and engagement?7
Emotions, perspectives, and English language teacher identity construction: A phenomenographic‐narrative study7
COVID‐19 in the news: The first 12 months7
Rhetorical structure, sequence, and variation: A step‐driven move analysis of applied linguistics conference abstracts6
A case study of translanguaging phenomenon in CBI classes in a Chinese university context6
Evaluating Arabic textbooks: A corpus‐based lexical frequency study6
EFL learners’ confidence, attitudes, and practice towards learning pronunciation5
Teachers’ incentive for grammar instruction in Iran's reformed EFL context5
The relationship between lexical use and L2 writing quality: A case of two genres5
Teaching L2 collocations through concept‐based instruction: The effect of L2 proficiency and congruency3
Errors as indicators of writing task difficulty at the Slovene general matura in English3
Autonomous use of podcasts with metacognitive intervention: Foreign language listening development3
Peer interaction, mediation, and a view of teachers as creators of learner L2 development3
Self‐correction through corpus‐based tasks: Improving writing skills of Arabic learners3
TV serials and movies to boost intercultural communicative competence in Turkish EFL context2
Predictors of English as second language learners’ oral proficiency development in a classroom context2
Humorous or occasioned instructions: Learning the “shoulder check” in theoretical and practical driving lessons2
Using structural equation modeling to examine the relationship between receptive vocabulary knowledge and receptive language proficiency: A new light on an old issue2
“I Know There's Something Like That in Spanish”: Heritage Language Learners' Multifaceted Interactions with Linguistically Diverse Peers2
Towards a non‐dichotomous view of motivators and demotivators in language learning2
What's in a message: A systemic functional analysis of cancer prevention messages2
Exploring peer support among young learners during regular EFL classroom lessons2
Tasty words: Using frame semantics to enhance consumer liking of potato chips and apples2
Listening to Global Englishes: Script‐assisted shadowing2
Applied Linguistics, language guidelines, and inclusive practices: The case for the use of who with nonhuman animals2
Corpus‐based language teaching and learning: Applications and implications2
The distributed practice effects of speaking task repetition2
Emotional vulnerability and coping strategies among Turkish student teachers: A community of practice perspective1
“Contemporary standard” English policy and pseudo‐diversity among inner and outer circle assistant language teachers in Japan1
Self‐concept and self‐visions in CLIL and non‐CLIL learners and their effect on motivation1
Cultural Linguistics and ELT curriculum: The case of ‘Prospect’ English textbooks in Iran1
A reflection on the language and culture on the margins, MambetalievA, Edited by SjaakKroon and JosSwanenberg, Routledge. 2020, 242, ISBN 97803675856621
Speaking anxiety and task complexity effects on second language speech1
Lexical availability and writing ability of EFL learners1
“I think I am bilingual, but…”: Teachers’ practices of and student’ attitudes toward translanguaging in a Chinese intercultural communication class1
Students' abilities to formulate exhaustive titles as a key to comprehending arguments1
Calm down: A mediation model on the mitigating effect anxiety has on learner interactions and learning outcome1
Factors that affect native English speakers’ comfort levels when communicating with non‐native English speakers1
Open education and second language learning and teaching: The rise of a new knowledge ecology, Edited by Carl S.Blyth and Joshua J.Thoms, Bristol; Blue Bridge Summit: Multilingual Matters. 2021, v+2711
Attitudes toward the spread of English and language learning motivation: A graded response model analysis1
Understanding the impact of teaching systemic functional grammar in initial English language teacher education1
Teaching English to young learners in private sector of Iranian ELT: Challenges and local realities1
L2 grit and pragmatic comprehension among Chinese postgraduate learners: Enjoyment and anxiety as mediators1
“Behind the Screen, I Still Care about my Students!”: Exploring the emotional labour of English language teachers in online teaching during the COVID‐19 Pandemic1
Towards an ergonomic linguistics: Application to the design of controlled natural languages1
Ecological planning towards language revitalization: The Torwali minority language in Pakistan1
Domain loss theory revisited: From multinational corporations to multicorporate nations1
EFL adolescent learners’ perceptions of digital multimodal composing tasks and task outcomes: A longitudinal study1
Cognitive discourse analysis: An introduction. ThoraTenbrink, Cambridge, Cambridge University Press, 2020, x+271 pp., ISBN: 978‐1‐108‐42266‐61
The role of reticence in the comprehension of metaphorical taboo expressions in the foreign language1
Adapting the task‐based methodology for learners with intellectual disabilities: Five key facets for consideration1
The relationship between self‐regulated learning strategy use and task engagement1
Where there is suffering, there is sympathy: The speech act Sympathize in learning Chinese as a foreign language1
Intercultural and linguistic competences for engineering ESP classes: A didactic framework proposal through problem‐based learning1