Language Teaching Research

Article	Citations
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes	187
Engagement in language learning: A systematic review of 20 years of research methods and definitions	166
The wellbeing of language teachers in the private sector: An ecological perspective	73
Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme	71
Boredom in online English language classes: Mediating variables and coping strategies	67
Foreign language learning boredom and enjoyment: The effects of learner variables and teacher variables	51
Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China	45
Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC	41
A longitudinal study of foreign language anxiety and enjoyment	41
Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing	40
Understanding language teacher wellbeing: An ESM study of daily stressors and uplifts	38
How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation	37
The flipped classroom in second language learning: A meta-analysis	36
Towards an understanding of translanguaging in EMI teacher education classrooms	34
Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach	30
A longitudinal study of foreign language enjoyment and boredom: A latent growth curve modeling	28
Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours	27
The affordances of iPad for constructing a technology-mediated space in Hong Kong English medium instruction secondary classrooms: A translanguaging view	27
Representation of cultures and communities in a global ELT textbook: A diachronic content analysis	26
Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension	23
The effects of a metacognitive intervention on lower-proficiency EFL learners’ listening comprehension and listening self-efficacy	23
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	22
‘English-only’ English medium instruction: Mixed views in Thai and Vietnamese higher education	21
Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication	21
Autonomy of English language learners: A scoping review of research and practice	21

Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction	20
‘Let emotion ring’: An autoethnographic self-study of an EFL instructor in Wuhan during COVID-19	20
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	19
Social psychological accounts of peer emotion transfer in EFL classrooms: A doubly latent multilevel analysis	19
Self-determination mini-theories in second language learning: A systematic review of three decades of research	19
Task-induced involvement load, vocabulary learning in a foreign language, and their association with metacognition	18
Investigating grit in second language learning: The role of individual difference factors and background variables	18
Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire – Second Language Learning	18
Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices	18
English learners’ readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support	18
Foreign language anxiety and achievement: A study of primary school students learning English in China	17
Development of second language speech fluency in foreign language classrooms: A longitudinal study	17
The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views	17
Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement	17
Motivational factors underlying learner preferences for corrective feedback: Language mindsets and achievement goals	16
Introduction: Combining learner psychology and ISLA research: Intersections in the classroom	16
An instructor’s beat gestures facilitate second language vocabulary learning from instructional videos: Behavioral and neural evidence	15
Understanding EFL teachers’ wellbeing: An activity theoretic perspective	15
Constraints on innovation in English language teaching in hinterland regions of China	15
Intercultural teaching approaches and practices of Chinese teachers in English education: An exploratory mixed methods study	14
Psychometric properties of a self-efficacy scale for English language learners in Vietnam	14
Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks	13
Relationships between Chinese university EFL learners’ academic emotions and self-regulated learning strategies: A structural equation model	13
The effects of lecturers’ non-native accent strength in English on intelligibility and attitudinal evaluations by native and non-native English students	13
The effects of four instructional strategies on English learners’ English reading comprehension: A meta-analysis	13
A practitioner study on the implementation of strategy instruction for boredom regulation	13
Achievement goals, emotions and willingness to communicate in EFL learning: Combining variable- and person-centered approaches	13
Revisiting the effectiveness of study abroad language programs: A multi-level meta-analysis	13
A synergetic perspective on students’ perception of classroom environment, expectancy value belief, and engagement in an EFL context	13
Professional development for science and engineering professors offering English-medium instruction	13
The impact of altruism on the emotions and English summary writing skills of L2 learners: An intervention study in light of positive psychology	13
L1 versus L2 writing processes: What insight can we obtain from a keystroke logging program?	12
Technology-mediated tasks for the development of L2 pragmatics	12
Examining fluctuations in the WTC of Japanese EFL speakers: Language proficiency, affective and conditional factors	12
From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives	12
Exclusive use of the second language in classroom interaction in English Medium Instruction science classrooms: the beliefs of students and their monolingual teachers	12
Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge	12
The effectiveness of second-language listening strategy instruction: A meta-analysis	12
An activity theory perspective on Vietnamese preservice English teachers’ identity construction in relation to tensions, emotion and agency	11
Grammar teaching in ELT: A cross-national comparison of teacher-reported practices	11
Vision enhancement and language learning: A critical analysis of vision-building in an English for Academic Purposes programme	11
COVID-19 and the pre-existing language teacher supply crisis	11
The predictive role of anxiety and motivation in L2 proficiency: An empirical causal model	11
What do second language speakers really need for real-world interaction? A needs analysis of L2 Chinese interactional competence	11
Learner-generated content and the lexical recall of beginning-level learners of Chinese as a foreign language	11
‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective	11
Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development	10
‘Agree to disagree’: Reconciling an English teacher’s identity tensions in negotiating an educational reform through a community of practice perspective	10
Task repetition and corrective feedback via models and direct corrections among young EFL writers: Draft quality and task motivation	10
The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis	10

‘May I do something for you?’: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning	10
Effectiveness of written corrective feedback in developing L2 accuracy: A Bayesian meta-analysis	10
Emotion, motivation and willingness to communicate in the language learning experience: A comparative case study of two adult ESOL learners	10
Facilitating English L2 learners’ intercultural competence and learning of English in a Taiwanese university	10
L2 learners’ self-regulated learning strategies and self-efficacy for writing achievement: A latent profile analysis	9
Secondary school students’ enjoyment of English private tutoring: An L2 motivational self perspective	9
Capturing the emotional experiences of English as a foreign language university teachers: A critical perspective	9
Implementation of translingual pedagogies in EAL writing: A systematic review	9
Engaging in dialogue during collaborative writing: The role of affective, cognitive, and social engagement	9
Are think-alouds reactive? Evidence from an L2 written corrective feedback study	9
Conceptualizing self-regulated reading-to-write in ESL/EFL writing and investigating its relationships to motivation and writing competence	9
Investigating the contribution of L1 fluency, L2 initial fluency, working memory and phonological memory to L2 fluency development	9
Teaching the pragmatics of English as an international language: A focus on pragmatic markers	9
Maximizing the benefits of peer interaction: Form-focused instruction and peer feedback training	8
Teacher beliefs about instructional approaches: Interrogating the notion of teaching methods	8
Gestures as scaffolding for L2 narrative recall: The role of gesture type, task complexity, and working memory	8
Effects of teacher intervention and type of peer feedback on student writing revision	8
Effects of the 4/3/2 activity revisited: Extending Boers (2014) and Thai & Boers (2016)	8
Providing vs. receiving peer feedback: Learners’ beliefs and experiences	8
Exploring the interplay between EFL learners’ L2 writing boredom, writing motivation, and boredom coping strategies	8
Measuring depth of academic vocabulary knowledge	8
Epilogue: Intercultural dialogue, the arts, and (im)possibilities	8
The relative effectiveness of immediate and delayed corrective feedback in video-based computer-mediated communication	8
Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty	8
To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens	8
Why motivated learners might not engage in language learning: An exploratory interview study of language learners and teachers	8
Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task	8
Effect sizes in quantitative and qualitative research	8
Do beliefs matter? The relationship between beliefs about peer feedback and peer feedback outcomes on pronunciation	7
Channelling discomfort through the arts: A Covid-19 case study through an intercultural telecollaboration project	7
Investigating fixed and growth teaching mindsets and self-efficacy as predictors of language teachers’ burnout and professional identity	7
Can willingness to communicate, communication in English anxiety, behavioural inhibition and behavioural action predict perceived L2 fluency?	7
Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and L2 student engagement	7
Researching learners’ perceptions: The use of the repertory grid technique	7
On the acquisition of complex classifier constructions by L2 learners of a sign language	7
The effects of flipped classroom approach in EFL teaching: Can we strategically use the flipped method to acquire communicative competence?	7
An exploration of the structural and colligational characteristics of lexical bundles in L1–L2 corpora for English language teaching	7
The effect of textual glosses on L2 vocabulary acquisition: A meta-analysis	7
Reconciling opposites to reach compromise during ELT textbook development	7
Motivational intensity and self-perceived Chinese language proficiency: A moderated mediation model of L2 enjoyment and boredom	7
The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective	7
Effects of textual enhancement and task manipulation on L2 learners’ attentional processes and grammatical knowledge development: A mixed methods study	7
Impacts of social and emotional learning (SEL) on English learning achievements in Hong Kong secondary schools	7
Embodied enactment of a hypothetical scenario in an English medium instruction secondary mathematics classroom: A translanguaging approach	7
Collaborative learning between Chinese and international students in an English as a medium of instruction environment: Friend or foe?	7
Understanding EFL university teachers’ synchronous online teaching belief change	6
The relationships between EFL learners’ anxiety in oral presentations, self-perceived pronunciation, and speaking proficiency	6
Adapting multiple-choice comprehension question formats in a test of second language listening comprehension	6
Exploring native-speakerism in teacher job recruitment discourse through Legitimation Code Theory: The case of the United Arab Emirates	6
Seeing teacher identity through teachers’ beliefs: Narratives of pre-service EFL teachers in China	6
A longitudinal study of formulaic sequence use in second language writing: Complex dynamic systems perspective	6
Influencing language mindsets and English writing competence through an EAP program: A longitudinal study with latent transition analysis	6
The effects of web-based text structure strategy instruction on adult Chinese ELLs’ reading comprehension and reading strategy use	6
Scaffolding student engagement with written corrective feedback: Transforming feedback sessions into learning affordances	6
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	6
Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain	6
Three heads are better than one? Digital multimodal composition completed collaboratively versus individually	6
Flipping EFL low-proficiency students’ learning: An empirical study	6
Extensive viewing as additional input for foreign language vocabulary learning: A longitudinal study in secondary school	6
Online journaling and language learning in intensive summer study abroad programs	6
Drama-in-teacher-education: A ‘metaxical’ approach for juxtaposing EFL teacher identity and tensions	6
Monolingual versus multilingual foreign language teaching: French and Arabic at beginning levels	6
Learning academic words through writing sentences and compositions: Any signs of an increase in cognitive load?	6
Unpacking the negative side-effects of directed motivational currents in L2: An interpretative phenomenological analysis	6
An analysis of pragmatic content in EFL textbooks for young learners in Croatia	6
The impact of explicit strategy instruction on EFL secondary school learners’ reading	6
Harnessing the musician advantage: Short-term musical training affects non-native cue weighting of linguistic pitch	6
Mapping reflexivity in situ: A multimodal exploration of negotiated textbook discourses in Korean university EFL classrooms	6
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	6
The influence of small groups on leader stability and task engagement in the language classroom	6
Debate as a pedagogical tool for developing speaking skills in second language education	5
Becoming teachers of emergent bilinguals: Navigating ideological and identity tensions	5
Task sequencing and L2 writing development: Exploring the SSARC model of pedagogic task sequencing	5
The effects of topic familiarity on emotionality and linguistic complexity in EAP writing	5
Teachers as slaves or masters to their coursebooks: An in-depth study on two English language teachers’ coursebook utilization	5
Pushing vocabulary knowledge from receptive to productive mastery: Effects of task type and repetition frequency	5
Teaching second language pragmatics in the current era of globalization: An introduction	5
Examining the quality of mobile-assisted, video-making task outcomes: The role of proficiency, narrative ability, digital literacy, and motivation	5
Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: Does CLIL in the foreign language make a difference?	5
Teacher–student relationships moderate the link between socioeconomic status and foreign language learning: Evidence from China	5

Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom	5
Measuring listening and speaking self-efficacy in EFL contexts: The development of the Communicative SE Questionnaire	5
How effective is task-based language teaching to enhance second language learning? A technical comment on Bryfonski and McKay (2019)	5
Task modality and language-related episodes in young learners: An attempt to manage accuracy and editing	5
Lexical coverage in dialogue listening	5
Teachers’ perceptions of linguistic mediation in the curriculum for advanced English in Madrid secondary schools	5
Student engagement with teacher oral feedback in EFL university classrooms	5
Arts, language and intercultural education	5
Using L2 interactional-pragmatic resources in CMC: A case of Japanese orthography and emoji	5
‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia	5
CLIL as a pathway for cross-curricular and translingual classroom practices: A comparative quantitative study on Scottish and Spanish teachers’ views	5
Robotics and Weblog integration into EFL curriculum of middle and secondary schools: Exploratory study	5
Key principles for an integrated intercultural literary pedagogy: An educational design research project on arts integration for intercultural competence	5
L2 learners’ pragmatic output in a face-to-face vs. a computer-guided role-play task: Implications for TBLT	5
EFL listening, pronunciation, and teachers’ accents in the present era: An investigation into pre- and in-service teachers’ cognition	5
Does writing words in notes contribute to vocabulary learning?	5
Whose English should be talked and taught? Views from international English teachers in Thai higher education	5
Arab Israeli EFL teachers’ perceptions and practices vis-à-vis teaching higher-order thinking skills: A complicated relationship	5
The imagination effect when using textual or diagrammatic material to learn a second language	5
Understanding the dynamic of student engagement in project-based collaborative writing: Insights from a longitudinal case study	5
The pedagogical content knowledge of two novice Chinese early childhood EFL teachers	5
Task complexity, L2 proficiency and EFL learners’ L1 use in task-based peer interaction	5
Foregrounding learner voice: Chinese undergraduate students’ understanding of paraphrasing and source use conventions for English research paper writing	5
Examining the impact of abdominal enhancement techniques to assist Chinese-speaking English learners’ phoneme pronunciation	5
Effects of interactive alignment on L2 vocabulary learning by Chinese EFL learners	5
Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains	4
Going beyond practicing English: Language alternation in an L2 book club’s Zoom meetings	4
‘The wisdom of crowds’: When teacher judgments outperform word-frequency as a predictor of students’ vocabulary knowledge	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
A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary	4
Tall trees; weak roots? A model of barriers to English language proficiency confronting displaced medical healthcare professionals	4
Language teachers’ identity tensions and professional practice in intercultural teaching	4
The sociocognitive functions of English use during L2 French collaborative writing tasks	4
Social interaction in the Spanish classroom: How proficiency and linguistic background impact vocabulary learning	4
Greater coverage vs. deeper processing? Comparing individual and collaborative processing of teacher feedback	4
The auditory picture vocabulary test for English L2: A spoken receptive meaning-recognition test intended for Dutch-speaking L2 learners of English	4
Extending the efficacy of Collaborative Strategic Reading (CSR) in teaching reading strategies: A socio-cultural emotional perspective	4
Borderland negotiations of personal–professional being and belonging: A duoethnography	4
An investigation into English majors’ self-regulated writing strategies in an online learning context	4
A situated examination of the complex dynamic nature of L2 listening in EMI	4
Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms	4
Developing crosslinguistic awareness through plurilingual consciousness-raising tasks	4
Introduction: Reframing language in teaching and learning: Leveraging students’ meaning-making repertoires	4
The impact of textual enhancement and frequency manipulation on incidental learning of collocations from reading	4
Abdominal enhancement techniques for L2 English phoneme pronunciation: Comparing the effectiveness of the techniques for Mandarin and Cantonese speakers	4
Effects of inverted L2/Ln language pedagogy on student experiences and outcomes: The case of American Sign Language	4
Digitizing the story-writing process for EFL primary learners: An exploratory study	4
Impact of exercise format and repetition on learning verb–noun collocations	4
Challenging traditional gender roles in the Arab classroom through transaction with literature	4
Parlez-vous francais? Effects of structure-based versus dynamic-usage-based approaches on oral proficiency	4
The effects of proactive form-focused instruction and individual differences on second language acquisition	4
Cues facilitate foreign language vocabulary learning from instructional videos: Behavioral and neural evidence	4
Teachers’ practices of proactive and reactive classroom management strategies and the relationship to their self-efficacy	4
The limited effects of visual and audio modalities on second language listening comprehension	4
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	4
Oral corrective feedback and learner uptake in L2 classrooms: Non-formulaic vs. formulaic errors	4
Impact of constructional complexity and intralingual influence on the effectiveness of skewed input	4
Seeing or acting? The effect of performing gestures on foreign language vocabulary learning	4
Learner spoken output and teacher response in second versus foreign language classrooms	4
Effects of internal and external attentional manipulations and working memory on second language vocabulary learning	4
Test preparation pedagogy for international study: Relating teacher cognition, instructional models and academic writing skills	3
Pedagogic tasks in digital games: Effects of feedback conditions and individual characteristics on learning request-making	3
Debate pedagogy as a conducive environment for L2 argumentative essay writing	3
The interplay between corrective feedback timing and foreign language anxiety in L2 development	3
From theory to practice: Understanding the long-term impact of an L2 writing education course on writing teachers	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 importance of increased processing demands in the design of Elicited Imitation tests	3
Gamifying English Language Learning through Interactive Storytelling and MALL Technologies	3
Content-specific vocabulary in CLIL: Exploring L2 learning outcomes in a primary education programme in Catalonia	3
Faith or path? Profiling the motivations of multilingual Chinese as a foreign language teachers using Q methodology	3
Gender, critical pedagogy, and textbooks: Understanding teachers’ (lack of) mediation of the hidden curriculum in the EFL classroom	3
The contribution of guessing from context and dictionary use to receptive and productive vocabulary knowledge: A structural equation modeling approach	3
Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates	3
Investigating the effect of textual enhancement in post-reading tasks on grammatical development by child language learners	3
The effects of three different storytelling approaches on the vocabulary acquisition and response patterns of young EFL students	3
Practicing to sing in chorus: Challenges and opportunities of collaborative inquiry-based learning in an Iranian EFL secondary school context	3
Exploring systematic orthographic crosslinguistic similarities to enhance foreign language vocabulary learning	3
EMI as a problem, a right or a resource: Exploring misalignments in stakeholders’ views at one university in Taiwan	3
Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure	3
A structural relationship model for L2 oral proficiency, L2 interest, perceived importance of speaking, and out-of-class L2 contact	3
L2 Spanish vocabulary teaching in US universities: Instructors’ beliefs and reported practices	3
Investigating the effectiveness of augmented reality-enhanced instruction on EFL learners’ speaking in online flipped and face-to-face classes	3
The pedagogical and socio-affective dimensions of identity tensions and teacher agency: Case studies of university English teachers teaching online	3
Motivational profiles of EFL learners: A person-centered approach to uncovering gender differences	3
‘Ignoring the elephant in the room’: (Under-)representation of impoliteness phenomenon in popular ELT textbooks	3
Effects of participation in an online intercultural exchange on drivers of L2 learning motivation	3
Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom	3
Teaching humorous irony to L2 and heritage speakers of Spanish	3
Emblematic gestures learning in Spanish as L2/FL: Interactions between types of gestures and tasks	3
Pre-service language teachers’ perceptions of sustainability and its implementation in language teaching	3
Changing teacher educator cognition within a collaborative teacher education programme for CLIL: A case study in China	3
The effect of positive emotion on foreign language teacher engagement and well-being: A cross-cultural comparison	3
‘I’ve got all these little problems that I’m circling in my head’: Creativity in expert ELT textbook writing	3
Becoming a process drama practitioner: An exploratory study of higher education language teachers in Japan	3
The role of modality and working memory capacity in L2 production	3