Language Teaching Research

Article	Citations
L2 grit: Passion and perseverance for second-language learning	145
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes	128
Engagement in language learning: A systematic review of 20 years of research methods and definitions	120
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements	94
The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis	62
The wellbeing of language teachers in the private sector: An ecological perspective	53
Boredom in online English language classes: Mediating variables and coping strategies	50
Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme	49
Good qualitative research	34
Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English	33
Foreign language learning boredom and enjoyment: The effects of learner variables and teacher variables	31
Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers	30
Unpacking the complexities of teacher identity: Narratives of two Chinese teachers of English in China	29
Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC	28
Towards an understanding of translanguaging in EMI teacher education classrooms	27
Language teachers’ interpersonal learner-directed emotion-regulation strategies	27
The flipped classroom in second language learning: A meta-analysis	26
Understanding language teacher wellbeing: An ESM study of daily stressors and uplifts	26
The affordances of iPad for constructing a technology-mediated space in Hong Kong English medium instruction secondary classrooms: A translanguaging view	25
Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China	25
Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach	25
A longitudinal study of foreign language anxiety and enjoyment	24
Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing	23
Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context	21
Language mindsets, perceived instrumentality, engagement and graded performance in English as a foreign language students	21

How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation	21
Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours	19
Challenging the monolingual mindset: Understanding plurilingual pedagogies in English as an Additional Language (EAL) classrooms	18
Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension	18
Exploring an ESL teachers’ beliefs and practices of teaching literary texts: A case study in Hong Kong	18
A longitudinal study of foreign language enjoyment and boredom: A latent growth curve modeling	17
English learners’ readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support	16
Representation of cultures and communities in a global ELT textbook: A diachronic content analysis	16
Evaluating lists of high-frequency words: Teachers’ and learners’ perspectives	16
The impact of L2 writing instructional approaches on student writing motivation and engagement	16
Exploring peer feedback processes and peer feedback meta-dialogues with learners of academic and business English	16
‘English-only’ English medium instruction: Mixed views in Thai and Vietnamese higher education	16
The effects of a metacognitive intervention on lower-proficiency EFL learners’ listening comprehension and listening self-efficacy	15
To what extent are foreign language anxiety and foreign language enjoyment related to L2 fluency? An investigation of task-specific emotions and breakdown and speed fluency in an oral task	15
Foreign language anxiety and achievement: A study of primary school students learning English in China	15
‘Let emotion ring’: An autoethnographic self-study of an EFL instructor in Wuhan during COVID-19	15
Examining the role of the learner and the teacher in language learning motivation	14
Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement	14
Social psychological accounts of peer emotion transfer in EFL classrooms: A doubly latent multilevel analysis	14
Introduction: Combining learner psychology and ISLA research: Intersections in the classroom	13
Direct and indirect data-driven learning: An experimental study of hedging in an EFL writing class	13
Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction	13
The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views	13
Self-determination mini-theories in second language learning: A systematic review of three decades of research	13
Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices	13
Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication	13
Pre-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments	11
Task-induced involvement load, vocabulary learning in a foreign language, and their association with metacognition	11
Intercultural teaching approaches and practices of Chinese teachers in English education: An exploratory mixed methods study	11
An instructor’s beat gestures facilitate second language vocabulary learning from instructional videos: Behavioral and neural evidence	11
Understanding the role of the first language (L1) in instructed second language acquisition (ISLA): Effects of using a principled approach to L1 in the beginner foreign language classroom	11
Translating translanguaging into our classrooms: Possibilities and challenges	11
Why only feedback? Including feed up and feed forward improves non-linguistic aspects of L2 writing	11
Literature in contemporary foreign language school textbooks in Russia: Content, approaches, and readability	10
Genre instruction, textual borrowing, and foreign language writing: Graduate teaching assistant perspectives and practices	10
Investigating grit in second language learning: The role of individual difference factors and background variables	10
Vision enhancement and language learning: A critical analysis of vision-building in an English for Academic Purposes programme	10
The effects of structured input and traditional instruction on the acquisition of the English causative passive forms: An eye-tracking study measuring accuracy in responses and processing patterns	10
Development of second language speech fluency in foreign language classrooms: A longitudinal study	10
Task repetition, synchronous written corrective feedback and the learning of Korean grammar: A classroom-based study	10
Technology-mediated tasks for the development of L2 pragmatics	10
Revisiting the effectiveness of study abroad language programs: A multi-level meta-analysis	10
Autonomy of English language learners: A scoping review of research and practice	10
Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective	10
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	10
Facilitating English L2 learners’ intercultural competence and learning of English in a Taiwanese university	9
From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives	9
Professional development for science and engineering professors offering English-medium instruction	9
Mindfulness in the foreign language classroom: Influence on academic achievement and awareness	9
A practitioner study on the implementation of strategy instruction for boredom regulation	9

COVID-19 and the pre-existing language teacher supply crisis	9
Exploring college English teaching of rhetorical knowledge: A Legitimation Code Theory analysis	9
Constraints on innovation in English language teaching in hinterland regions of China	9
Motivation, self-regulation, and writing achievement on a university foundation programme: A programme evaluation study	9
A synergetic perspective on students’ perception of classroom environment, expectancy value belief, and engagement in an EFL context	9
The impact of altruism on the emotions and English summary writing skills of L2 learners: An intervention study in light of positive psychology	9
Synchronous VCMC with TalkAbroad: Exploring noticing, transcription, and learner perceptions in Spanish foreign-language pedagogy	8
‘May I do something for you?’: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning	8
Are think-alouds reactive? Evidence from an L2 written corrective feedback study	8
The effects of four instructional strategies on English learners’ English reading comprehension: A meta-analysis	8
Challenging discourses of deficit: Understanding the vibrancy and complexity of multilingualism through language trajectory grids	8
Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks	8
The role of working memory in blocked and interleaved grammar practice: Proceduralization of L2 syntax	8
Task repetition and corrective feedback via models and direct corrections among young EFL writers: Draft quality and task motivation	8
The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis	8
Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire – Second Language Learning	8
Providing vs. receiving peer feedback: Learners’ beliefs and experiences	8
Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge	8
The effectiveness of second-language listening strategy instruction: A meta-analysis	8
L1 versus L2 writing processes: What insight can we obtain from a keystroke logging program?	8
Psychometric properties of a self-efficacy scale for English language learners in Vietnam	8
Capturing the emotional experiences of English as a foreign language university teachers: A critical perspective	8
The complexity of control shift for learner autonomy: A mixed-method case study of Chinese EFL teachers’ practice and cognition	7
Increasing the effectiveness of teaching L2 formulaic sequences through motivational strategies and mental imagery: A classroom experiment	7
Effects of the 4/3/2 activity revisited: Extending Boers (2014) and Thai & Boers (2016)	7
Motivational factors underlying learner preferences for corrective feedback: Language mindsets and achievement goals	7
Teacher beliefs about instructional approaches: Interrogating the notion of teaching methods	7
‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective	7
Exclusive use of the second language in classroom interaction in English Medium Instruction science classrooms: the beliefs of students and their monolingual teachers	7
Facilitating agency and engagement: Visual methodologies and pedagogical interventions for working with culturally and linguistically diverse young people	7
An exploratory motivational intervention on the construction of Chinese undergraduates’ ideal LOTE and multilingual selves: The role of near peer role modeling	7
Drawing on students’ diverse language resources to facilitate learning in a Japanese–English bilingual program in Australia	7
The relative effectiveness of immediate and delayed corrective feedback in video-based computer-mediated communication	7
The interplay of oral corrective feedback and L2 willingness to communicate across proficiency levels	7
More than meets the ear: Individual differences in trait and state willingness to communicate as predictors of language learning performance in a Chinese EFL context	7
Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task	7
Developing EFL students’ pragmatic competence: The case of compliment responses	7
Effect sizes in quantitative and qualitative research	7
Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development	7
Grammar teaching in ELT: A cross-national comparison of teacher-reported practices	7
The effects of lecturers’ non-native accent strength in English on intelligibility and attitudinal evaluations by native and non-native English students	7
Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty	6
Investigating the contribution of L1 fluency, L2 initial fluency, working memory and phonological memory to L2 fluency development	6
The impact of explicit strategy instruction on EFL secondary school learners’ reading	6
Academic English education through research-informed teaching: Capturing perceptions of Bangladeshi university students and faculty members	6
Using eye-tracking to examine the role of first and second language glosses	6
Can willingness to communicate, communication in English anxiety, behavioural inhibition and behavioural action predict perceived L2 fluency?	6
Monolingual versus multilingual foreign language teaching: French and Arabic at beginning levels	6
Instructor feedback on free writing and automated corrective feedback in drills: Intensity and efficacy	6
Collaborative learning between Chinese and international students in an English as a medium of instruction environment: Friend or foe?	6
Researching learners’ perceptions: The use of the repertory grid technique	6
On the acquisition of complex classifier constructions by L2 learners of a sign language	6
A self-paced reading (SPR) study of the effects of processing instruction on the L2 processing of active and passive sentences	6
Channelling discomfort through the arts: A Covid-19 case study through an intercultural telecollaboration project	6
Using the translanguaging space to facilitate poetic representation of language and identity	6
Relationships between Chinese university EFL learners’ academic emotions and self-regulated learning strategies: A structural equation model	6
Incorporating project-based language learning into distance learning: Creating a homepage during computer-mediated learning sessions	6
Use of partial information to learn to read Chinese characters in non-native Chinese learners	6
Learner-generated content and the lexical recall of beginning-level learners of Chinese as a foreign language	6
Reconciling opposites to reach compromise during ELT textbook development	6
Examining fluctuations in the WTC of Japanese EFL speakers: Language proficiency, affective and conditional factors	6
Implementation of translingual pedagogies in EAL writing: A systematic review	6
Conceptualizing self-regulated reading-to-write in ESL/EFL writing and investigating its relationships to motivation and writing competence	6
Effects of teacher intervention and type of peer feedback on student writing revision	6
Impacts of social and emotional learning (SEL) on English learning achievements in Hong Kong secondary schools	6
‘We acted like ELLs’: A pedagogy of embodiment in preservice teacher education	6
Teaching the pragmatics of English as an international language: A focus on pragmatic markers	6
Implementing explicit pronunciation instruction: The case of a nonnative English-speaking teacher	6
Teachers’ perceptions of linguistic mediation in the curriculum for advanced English in Madrid secondary schools	5
Measuring depth of academic vocabulary knowledge	5
Why motivated learners might not engage in language learning: An exploratory interview study of language learners and teachers	5
What do second language speakers really need for real-world interaction? A needs analysis of L2 Chinese interactional competence	5
Effectiveness of written corrective feedback in developing L2 accuracy: A Bayesian meta-analysis	5
Epilogue: Intercultural dialogue, the arts, and (im)possibilities	5
Engaging in dialogue during collaborative writing: The role of affective, cognitive, and social engagement	5
The effects of web-based text structure strategy instruction on adult Chinese ELLs’ reading comprehension and reading strategy use	5
Adapting multiple-choice comprehension question formats in a test of second language listening comprehension	5
An analysis of pragmatic content in EFL textbooks for young learners in Croatia	5
Language teachers’ reported first and second language use: A comparative contextualized study of England and Spain	5
Three heads are better than one? Digital multimodal composition completed collaboratively versus individually	5

The impact of first as opposed to second language pre-task planning on the content of problem-solving task performance	5
Secondary school students’ enjoyment of English private tutoring: An L2 motivational self perspective	5
An exploration of the structural and colligational characteristics of lexical bundles in L1–L2 corpora for English language teaching	5
Understanding EFL teachers’ wellbeing: An activity theoretic perspective	5
Heritage language learners’ written texts across pair types and interaction mode	5
Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain	5
Examining the quality of mobile-assisted, video-making task outcomes: The role of proficiency, narrative ability, digital literacy, and motivation	5
Using L2 interactional-pragmatic resources in CMC: A case of Japanese orthography and emoji	5
Measuring listening and speaking self-efficacy in EFL contexts: The development of the Communicative SE Questionnaire	5
The influence of small groups on leader stability and task engagement in the language classroom	5
The effects of flipped classroom approach in EFL teaching: Can we strategically use the flipped method to acquire communicative competence?	4
Teacher–student relationships moderate the link between socioeconomic status and foreign language learning: Evidence from China	4
Harnessing the musician advantage: Short-term musical training affects non-native cue weighting of linguistic pitch	4
Learning academic words through writing sentences and compositions: Any signs of an increase in cognitive load?	4
Examining the impact of abdominal enhancement techniques to assist Chinese-speaking English learners’ phoneme pronunciation	4
A systematic review of computer-mediated communications in Chinese as a foreign language from 2008 to 2022: Research contexts, theoretical foundations and methodology, affordances and limitations	4
The English pronunciation of Arabic speakers: A data-driven approach to segmental error identification	4
Achievement goals, emotions and willingness to communicate in EFL learning: Combining variable- and person-centered approaches	4
Teaching second language pragmatics in the current era of globalization: An introduction	4
Arts, language and intercultural education	4
CLIL as a pathway for cross-curricular and translingual classroom practices: A comparative quantitative study on Scottish and Spanish teachers’ views	4
‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia	4
Mapping reflexivity in situ: A multimodal exploration of negotiated textbook discourses in Korean university EFL classrooms	4
Understanding EFL university teachers’ synchronous online teaching belief change	4
Effects of textual enhancement and task manipulation on L2 learners’ attentional processes and grammatical knowledge development: A mixed methods study	4
Unpacking the negative side-effects of directed motivational currents in L2: An interpretative phenomenological analysis	4
Co-constructing the assessment criteria for EFL writing by instructors and students: A participative approach to constructively aligning the CEFR, curricula, teaching and learning	4
The effects of reference of comparison (self-referential vs. normative) and regulatory focus (promotion vs. prevention) feedback on EFL learners’ willingness to communicate	4
Maximizing the benefits of peer interaction: Form-focused instruction and peer feedback training	4
Arab Israeli EFL teachers’ perceptions and practices vis-à-vis teaching higher-order thinking skills: A complicated relationship	4
Flipping EFL low-proficiency students’ learning: An empirical study	4
‘Agree to disagree’: Reconciling an English teacher’s identity tensions in negotiating an educational reform through a community of practice perspective	4
Making fluency research accessible to second language teachers: The impact of a training intervention	4
A longitudinal study of formulaic sequence use in second language writing: Complex dynamic systems perspective	4
Task complexity, L2 proficiency and EFL learners’ L1 use in task-based peer interaction	4
Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: Does CLIL in the foreign language make a difference?	4
Key principles for an integrated intercultural literary pedagogy: An educational design research project on arts integration for intercultural competence	4
Foregrounding learner voice: Chinese undergraduate students’ understanding of paraphrasing and source use conventions for English research paper writing	4
The effects of proactive form-focused instruction and individual differences on second language acquisition	4
The effect of textual glosses on L2 vocabulary acquisition: A meta-analysis	4
Action logs as mediational means for teacher development	4
Learner spoken output and teacher response in second versus foreign language classrooms	4
Introduction: Reframing language in teaching and learning: Leveraging students’ meaning-making repertoires	4
Emotion, motivation and willingness to communicate in the language learning experience: A comparative case study of two adult ESOL learners	4
Do beliefs matter? The relationship between beliefs about peer feedback and peer feedback outcomes on pronunciation	4
Oral corrective feedback and learner uptake in L2 classrooms: Non-formulaic vs. formulaic errors	4
How effective is task-based language teaching to enhance second language learning? A technical comment on Bryfonski and McKay (2019)	3
Impact of exercise format and repetition on learning verb–noun collocations	3
Investigating the effect of textual enhancement in post-reading tasks on grammatical development by child language learners	3
Exploring the professional teacher identity as ethical self-formation of two multilingual native English teachers	3
An investigation into English majors’ self-regulated writing strategies in an online learning context	3
Deliberate training and incidental learning through the Autobiography of Intercultural Encounters through Visual Media: Capitalising on a European tool to enhance visual literacy and intercultu	3
Does writing words in notes contribute to vocabulary learning?	3
Developing crosslinguistic awareness through plurilingual consciousness-raising tasks	3
Effects of inverted L2/Ln language pedagogy on student experiences and outcomes: The case of American Sign Language	3
The predictive role of anxiety and motivation in L2 proficiency: An empirical causal model	3
Exploring systematic orthographic crosslinguistic similarities to enhance foreign language vocabulary learning	3
Cues facilitate foreign language vocabulary learning from instructional videos: Behavioral and neural evidence	3
‘I’ve got all these little problems that I’m circling in my head’: Creativity in expert ELT textbook writing	3
An activity theory perspective on Vietnamese preservice English teachers’ identity construction in relation to tensions, emotion and agency	3
Effects of interactive alignment on L2 vocabulary learning by Chinese EFL learners	3
Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and L2 student engagement	3
Extending the efficacy of Collaborative Strategic Reading (CSR) in teaching reading strategies: A socio-cultural emotional perspective	3
Task modality and language-related episodes in young learners: An attempt to manage accuracy and editing	3
The impact of textual enhancement and frequency manipulation on incidental learning of collocations from reading	3
Whose English should be talked and taught? Views from international English teachers in Thai higher education	3
Exploring native-speakerism in teacher job recruitment discourse through Legitimation Code Theory: The case of the United Arab Emirates	3
Statistical significance tests in language teaching research	3
The impact of a critical fiction analysis based on using augmented reality technology on developing students’ critical thinking and critical writing at Tabuk University	3
The pedagogical content knowledge of two novice Chinese early childhood EFL teachers	3
Gestures as scaffolding for L2 narrative recall: The role of gesture type, task complexity, and working memory	3
Social interaction in the Spanish classroom: How proficiency and linguistic background impact vocabulary learning	3
The effects of different task sequences on novice L2 learners’ oral performance in the classroom	3
Abdominal enhancement techniques for L2 English phoneme pronunciation: Comparing the effectiveness of the techniques for Mandarin and Cantonese speakers	3
Digitizing the story-writing process for EFL primary learners: An exploratory study	3
Seeing or acting? The effect of performing gestures on foreign language vocabulary learning	3
Robotics and Weblog integration into EFL curriculum of middle and secondary schools: Exploratory study	3
Gender, critical pedagogy, and textbooks: Understanding teachers’ (lack of) mediation of the hidden curriculum in the EFL classroom	3
Chinese compound word inference through context and word-internal cues	3
Debate as a pedagogical tool for developing speaking skills in second language education	3
Understanding the dynamic of student engagement in project-based collaborative writing: Insights from a longitudinal case study	3
The effects of topic familiarity on emotionality and linguistic complexity in EAP writing	3
L2 learners’ self-regulated learning strategies and self-efficacy for writing achievement: A latent profile analysis	3
The relationships between EFL learners’ anxiety in oral presentations, self-perceived pronunciation, and speaking proficiency	3
Teachers as slaves or masters to their coursebooks: An in-depth study on two English language teachers’ coursebook utilization	3
Online journaling and language learning in intensive summer study abroad programs	3
Student engagement with teacher oral feedback in EFL university classrooms	3
Impact of constructional complexity and intralingual influence on the effectiveness of skewed input	3
Pushing vocabulary knowledge from receptive to productive mastery: Effects of task type and repetition frequency	3
Drama-in-teacher-education: A ‘metaxical’ approach for juxtaposing EFL teacher identity and tensions	3
Investigating fixed and growth teaching mindsets and self-efficacy as predictors of language teachers’ burnout and professional identity	3
Effect of L2 exposure, length of study, and L2 proficiency on EFL learners’ receptive knowledge of form–meaning connection and collocations of high-frequency words	3
EFL listening, pronunciation, and teachers’ accents in the present era: An investigation into pre- and in-service teachers’ cognition	3
The limited effects of visual and audio modalities on second language listening comprehension	2
The impact of glossing and reading activity manipulation on learning of L2 lexico-grammatical and lexical items	2