Language Teaching Research

Article	Citations
L1 mediation in Chinese English learners’ mental lexicon: Evidence from word association tests	97
Student engagement with teacher oral feedback in EFL university classrooms	88
Comparing different L3s and factors that affect motivation to learn LOTEs	83
High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing	64
Dynamic positioning in identity development: Case studies of Chinese university English language teachers	46
Synchronous computer-mediated communication and task-based learning in the EFL classroom	42
Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study	41
Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom	40
Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education	40
Language exposure and English digital reading achievement in East Asia: Examining the role of students’ socioeconomic status	37
The effects of motivational dispositions on oral L2 task emotions and performance: A regulatory focus perspective	36
Notes on Contributors	35
The interplay between corrective feedback timing and foreign language anxiety in L2 development	34
Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing	33
Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms	30
The relationships between spoken and written input beyond the classroom and young EFL learners’ proficiency	30
EMI as a problem, a right or a resource: Exploring misalignments in stakeholders’ views at one university in Taiwan	29
Fluency development in an EFL setting: A one-semester study	28
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	28
Notes on contributors	27
Does writing words in notes contribute to vocabulary learning?	26
Shifting perceptions of inclusive practitioner research: Epistemological affordances of exploratory practice	25
The effects of proactive form-focused instruction and individual differences on second language acquisition	25
Self-efficacy and professional development of Chinese language teachers in North Carolina secondary schools	25
Model texts as a feedback instrument in second language writing: A systematic review	23

Fluency issues in L2 academic presentations: Linguistic, cognitive and psychological influences on pausing behaviour	23
L2 Vocabulary learning from reading: Effects of word-focused activity type, learner variables, and announcement	23
Exploring the relations among foreign language enjoyment, ideal L2 self, grit, and growth mindset in EFL learners: A cross-lagged analysis	22
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
Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China	21
Going beyond practicing English: Language alternation in an L2 book club’s Zoom meetings	20
Task modality and language-related episodes in young learners: An attempt to manage accuracy and editing	19
The effect of the model of contingent teaching on improving Iranian EFL learners’ essay writing	19
Debate as a pedagogical tool for developing speaking skills in second language education	19
Self-initiated foreign language listening outside class: A mixed-methods investigation of learners’ motivation and their perceptions through self-determination theory	19
Examining the perceptions and self-reported practices of L2 teachers in China regarding oral fluency: A conceptual replication and extension	18
A phenomenographic study of engineering students’ conceptions of learning English as a foreign language	18
A sociocultural analysis of teacher language assessment literacy development: Stories from a novice Vietnamese English-as-a-foreign-language teacher	18
A serial mediation model testing associations between teacher–student relationship, resilience, autonomous learning and academic performance in the Chinese EFL context	17
Enhancing intercultural communication skills: The impact of drama in Chinese language teaching	16
Robotics and Weblog integration into EFL curriculum of middle and secondary schools: Exploratory study	16
Potential influence of extensive reading on controlled productive vocabulary	16
Can willingness to communicate, communication in English anxiety, behavioural inhibition and behavioural action predict perceived L2 fluency?	16
The differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge	15
Exploring Chinese higher vocational college teachers’ perceptions of reading and teaching reading in English	15
‘May I do something for you?’: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning	14
A major change for ESP for nursing: Pivoting towards discourse through a new course design with communicative engagement as a focal concept	14
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	14
Enhancing student writing with do-it-yourself corpora on a PhD pre-sessional programme	14
Exploring student engagement in task-based and communicative language classrooms	14
Qualitative research synthesis of project-based (language) learning and teaching in East and Southeast Asia: 2002–24	14
Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement	14
Notes on Contributors	13
The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English	13
Discourses of writing and learning to write in L2 writing curriculum in Chinese universities	13
Learning foreign languages: pedagogical tools, emotional understanding and parents’ discourse	13
Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure	13
Role-based interaction analysis for FLL: A sociocognitive UBL perspective	13
Evaluating a task-based language teaching course for low-proficiency learners in ESP classrooms in Japan	13
Reading ability and challenges in a project-based academic report writing course: A test of the threshold hypothesis	12
Constructing and validating the teaching strategies for alleviating Chinese EFL graduate students’ foreign language anxiety	12
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	12
Teaching second language pragmatics in the current era of globalization: An introduction	12
Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension	12
L2 learners’ mindfulness in relation to their memorization/learning of L2 phrasal verbs	12
Erratum to Finding success with pedagogical innovation: A case from CSL teachers’ experiences with TBLT	12
A latent profile analysis of self-regulated reading-to-write and writing strategies, and their relations to motivation and achievement	12
Effect of L2 motivation on use behavior of translation technologies among English-related majors: Mediating effects of performance expectancy and L2 grit	12
Comparing the effectiveness of verb-focused and particle-focused exercise formats on the recall and recognition of phrasal verbs	12
Implications of dispositions for foreign language writing: The case of the Arabic–English learner	12
Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices	11
Language learners’ stereotypical representations of France: Insights for teaching French as L3 with implications for minority foreign language crisis in China	11
LexPro: A plurilingual lexical profiling tool to assist teachers and researchers in analysing vocabulary of L2 input	11
The impact of textual enhancement and frequency manipulation on incidental learning of collocations from reading	11
Designing for diversity in Aotearoa / New Zealand Chinese language classrooms	11

Learners’ behavioral engagement and performance on linguistically difficult L2 reading tasks: The effects of effort feedback, self-efficacy, and attributions	11
The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach	11
Advancing language education: Insights into teacher cognition, learner engagement, and skill development	11
The effects of a cognitive linguistic approach on college students’ learning English tenses in Taiwan	11
Positive psychology in action: Exploring the role of altruistic teaching in enhancing English reading comprehension among L2 learners	11
Longitudinal videoconferencing and confidence development: The impact of perceived interlocutor cultural depth, richness, and self-involvement	11
The pedagogical content knowledge of two novice Chinese early childhood EFL teachers	10
The limited effects of visual and audio modalities on second language listening comprehension	10
Fluency development through freewriting and transfer to other more structured tasks	10
Statistical learning of L2 lexical bundles through unimodal, bimodal, and multimodal stimuli	10
Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain	10
The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective	10
Notes on Contributors	10
Accuracy and response-time effects of structured input on the acquisition of English passive and active constructions: A self-paced reading study of native and non-native processing behaviours	9
Exploring English language teachers’ beliefs about future readiness: Developing pedagogical practices for the 21st century	9
A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary	9
Translating Willingness to Communicate into Learner Talk in a Chinese as a Foreign Language (CFL) Classroom	9
Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom	9
Structured instructional design for integrated language skill development: College students’ perspectives on collaborative reading-to-write activities using a cloud-based tool	9
Implementation of an integrated intercultural literary pedagogy intervention in Spanish-as-a-foreign-language classrooms in the Netherlands: An effect study at the secondary level	9
To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens	9
Debate pedagogy as a conducive environment for L2 argumentative essay writing	9
A study of the effect of multimodal input on vocabulary acquisition: Evidence from online Chinese language learners	9
Practicing to sing in chorus: Challenges and opportunities of collaborative inquiry-based learning in an Iranian EFL secondary school context	9
A third-wave positive psychology approach to language teachers’ self-efficacy, self-concept, and motivation	9
Analysing the use of particle verbs in German as a foreign language: Unproductive particle separation and a proposal for a data-driven learning intervention	8
Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty	8
EFL students’ profiles of English reading self-efficacy: Relations with reading enjoyment, engagement, and performance	8
Collaborative learning between Chinese and international students in an English as a medium of instruction environment: Friend or foe?	8
Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework	8
A Q method study on Turkish EFL learners’ perspectives on the use of AI tools for writing: Benefits, concerns, and ethics	8
Generalizing linguistic patterns through data-driven learning: A study of the dative alternation in Japanese learners of English	8
Student teachers’ experience with improvisation activities for spontaneous speech practice in English	8
Parental involvement and children’s L2 learning motivation and engagement: A person-centered approach	8
Notes on Contributors	8
Whose English should be talked and taught? Views from international English teachers in Thai higher education	8
The role of teacher knowledge and practice in shaping EFL teachers’ glocal identity	8
Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates	8
English L2 vocabulary acquisition through storytelling for adolescents with and without learning disabilities	8
Unraveling the interplay between social-emotional need satisfaction and self-regulated learning: Longitudinal evidence from university students in China’s EMI programs	8
Intentional and incidental vocabulary acquisition through multi-component storytelling: The case of German L2 primary school students	8
A comparative analysis of language choices in written peer feedback provided by high- and low-proficiency Japanese EFL students	8
Content knowledge attainment in English medium instruction: Does academic English literacy matter?	7
Japanese adolescents’ attitudes towards learning English: A perspective from the self-worth theory	7
The pedagogical and socio-affective dimensions of identity tensions and teacher agency: Case studies of university English teachers teaching online	7
The impact of cognate strategy training on guessing accuracy for unknown visually-presented words: The case of Japanese learners of English	7
Developing a reading proficiency scale for US college-level CSL courses: A complement to the ACTFL guidelines	7
The effects of incidental focus on form on learning vocabulary, grammar, and pronunciation	7
Becoming teachers of emergent bilinguals: Navigating ideological and identity tensions	7
Motivational profiles of EFL learners: A person-centered approach to uncovering gender differences	7
Notes on Contributors	7
The auditory picture vocabulary test for English L2: A spoken receptive meaning-recognition test intended for Dutch-speaking L2 learners of English	7
Faith or path? Profiling the motivations of multilingual Chinese as a foreign language teachers using Q methodology	7
Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom	6
Lacking bridges and apprehensive tensions: The impact of emotions and contextual factors on German L3 teachers’ perceptions and grammar teaching practices	6
A structural relationship model for L2 oral proficiency, L2 interest, perceived importance of speaking, and out-of-class L2 contact	6
Teacher as creator: Orchestrating the learning environment to promote learner development	6
Creating and evaluating corpus-informed word lists for adolescent, beginner-to-low-intermediate learners of French, German, and Spanish	6
How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation	6
Fostering pre-service teachers’ perceived ability to implement dialogic teaching in Turkey: Examining the contributing factors of an intensive short-term teacher education program from the teacher-lea	6
Addressing discourse differences in the writing of Russian engineering students and international researchers	6
Moving beyond native-speakerism through identity-based teacher education: The roles of positioning and agency	6
EFL learners’ lexical availability: Effect of L1 background and prompt	6
Music as a Medium of Instruction (MMI): A new pedagogical approach to English language teaching for students with and without music training	6
Classroom environment and engagement in the EFL writing context: The mediating role of goal orientations	6
Effects of text messaging using digital Pinyin input on literacy skills of elementary school Chinese immersion learners	6
How effective is task-based language teaching to enhance second language learning? A technical comment on Bryfonski and McKay (2019)	6
Epilogue: Intercultural dialogue, the arts, and (im)possibilities	6
Developing and validating an L2 writing willingness to communicate scale: A sequential embedded mixed-methods approach	6
Online writing instruction: Understanding university EFL instructors’ beliefs and practices as a complex system	6
Notes on Contributors	6
Measuring listening and speaking self-efficacy in EFL contexts: The development of the Communicative SE Questionnaire	6
L2 learners’ pragmatic output in a face-to-face vs. a computer-guided role-play task: Implications for TBLT	6
Does engagement with feedback matter? Unveiling the impact of learner engagement and grit on EFL learners’ English writing achievements	6
Effect of pedagogic intervention in enhancing speech fluency by EFL students: A longitudinal study	6
Task repetition versus task rehearsal: Understanding effects of task-readiness factors and elemental genres on L2 writing task performance	5
Engagement with written corrective feedback: Examination of feedback types and think-aloud protocol as pedagogical interventions	5
The effect of positive emotion on foreign language teacher engagement and well-being: A cross-cultural comparison	5
The perceived usefulness of pedagogical genres in EMI settings: A learner-informed comparative analysis of Engineering and Economics courses	5
A mixed methods approach to exploring grammar learning strategies in self-regulation task phases: Evidence from grounded theory and regression analysis	5

The structural relationships among L2 motivation, out-of-class informal learning, and oral proficiency: A multiple-group structural equation modeling study	5
Investigating the potential of changing the smartphone system language to L2 for facilitating vocabulary learning and motivation	5
Exploring Hungarian secondary school English teachers’ beliefs about differentiated instruction	5
Emotional intelligence and second/foreign language achievement: A meta-analytic review	5
The effects of task complexity and task repetition on sense-aware frequency-based lexical sophistication indices in L2 writing	5
Effects of teacher intervention and type of peer feedback on student writing revision	5
Meta-analysis to estimate the relative effectiveness of TBLT programs: Are we there yet?	5
Learner agency and potential for creativity in writing task design and Chinese EFL students’ flow experiences in writing: A contextual perspective	5
First-year writing in the humanities and social sciences: Requirements, expectations, and perceived weaknesses	5
Introducing a new protagonist in L2 Chinese narratives: Syntactic construction and information organization	5
Textbook authors’ perspectives on selecting and instructing Chinese characters and words in beginner and intermediate textbooks	5
Notes on contributors	5
Task repetition and corrective feedback via models and direct corrections among young EFL writers: Draft quality and task motivation	5
Language learning activities in the Spanish L2 classroom related to a task-based framework: What types are the most commonly occurring according to Swedish learners?	5
Effectiveness of interventions on improving English language learners’ intelligibility and comprehensibility: A meta-analytic review	5
Automated detection of machine translation use in L2 Spanish writing	5
Exploring learner engagement with languages (LX) within and beyond the English classroom	5
Applying intelligent personal assistants to develop fluency and comprehensibility, and reduce accentedness in EFL learners: an empirical study of Google Assistant	5
The effects of flipped classroom approach in EFL teaching: Can we strategically use the flipped method to acquire communicative competence?	5
Exposure or age? The effect of additional CLIL instruction on young learners’ grammatical complexity while performing an oral task	5
Chinese as a foreign language (CFL) teachers’ pedagogical content knowledge in teaching Chinese pronunciation	5
Effectiveness of written corrective feedback in developing L2 accuracy: A Bayesian meta-analysis	5
Use of the L1 and L2 in strategic planning and rehearsal for task performances in an online classroom	5
Motivation and anxiety in Chinese EFL students’ listening process: An idiodynamic approach	5
EFL learners’ versus instructors’ attributions of success and failure factors: A complexity theory perspective	4
Developing crosslinguistic awareness through plurilingual consciousness-raising tasks	4
The role of diagnostic writing assessment in promoting Chinese EFL students’ learning autonomy: An action research study	4
Teachers’ practices of proactive and reactive classroom management strategies and the relationship to their self-efficacy	4
The role of modality and working memory capacity in L2 production	4
Effects of task complexity, task sequence, and interlocutor familiarity on Chinese EFL learners’ self-repair in synchronous online interaction	4
Notes on Contributors	4
Exploring the role of individual psychological and work-related contextual factors in language teachers’ well-being	4
Unpacking the negative side-effects of directed motivational currents in L2: An interpretative phenomenological analysis	4
The associations between individual differences in language aptitude and working memory, and the effectiveness of input and output based instruction	4
‘This is a Chinese vegetable’: Language socialization in dinner table conversations of Chinese immigrant families in the U.S.	4
Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices	4
Greater complexity and higher efficiency: Effects of translanguaging during collaborative pre-task planning on EFL learners’ speaking performance	4
A posthumanist orientation and cross-national, online bilingual digital storytelling	4
Modelling the effects of the reading medium on L2 Spanish reading emotions: The moderating role of individual difference variables	4
Learning specialized vocabulary in the second language: Does transfer from the first language help?	4
Longitudinal study of Spanish vowel acquisition by Australian students	4
Post-beginner L2-learner knowledge of ultra-frequent English words	4
L2 vocabulary learning in a mixed-proficiency community-engaged program: Designing vocabulary instruction for college students	4
Pre-service English language teachers’ perceptions and motivation towards technology use in online education	4
Notes on contributors	4
An investigation into English majors’ self-regulated writing strategies in an online learning context	4
The effect of task-based peer interaction and pre-task instruction on young EFL learners’ explicit and implicit knowledge of past tense: An intervention study	4
Achievement goals, emotions and willingness to communicate in EFL learning: Combining variable- and person-centered approaches	4
The influence of Exploratory Practice (EP): How a group of former Brazilian ELT teacher-learners perceive the value of EP years after graduation	4
‘Are we really back to normal?’: A qualitative study on language teachers’ teaching practices during the post-COVID-19 era	4
The impact of altruism on the emotions and English summary writing skills of L2 learners: An intervention study in light of positive psychology	4
Students’ performance and English as a medium of instruction: Do students learn less?	4
Communication and the student experience in the time of Covid-19: An autoethnography	4
AI chatbot-assisted vocabulary learning: Relationships with self-regulation, motivation, and performance among Chinese private college students	4
A self-regulation perspective on L2 grit development and its impact on language achievement	4
Improving second language vocabulary learning and retention by leveraging memory enhancement techniques: A multidomain pedagogical approach	4
A holistic perspective on the contribution of foreign language peace of mind, enjoyment, anxiety, and boredom to EFL learners’ willingness to communicate: The mediating role of engagement	4
Notes on Contributors	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
How do L2 English readers approach proper names?	4
Towards necessities and challenges of implementing translanguaging pedagogy in secondary EFL education in China	4
Why motivated learners might not engage in language learning: An exploratory interview study of language learners and teachers	4
Examining EFL learners’ source text use in summary writing	4
Teachers’ cognition and classroom implementation of tasks in task-supported language teaching (TSLT)	4
Borderland negotiations of personal–professional being and belonging: A duoethnography	3
Exploring an intervention in teacher professional development in critical literacy practices for in-service teachers: A case study in a Lebanese private school	3
Investigating grit in second language learning: The role of individual difference factors and background variables	3
The interplay of task repetition and task rehearsal in L2 written production across varied proficiency levels	3
The effects of two methods of on-line planning on L2 task-based speaking performance and strategy use	3
Tapping into teacher feedback in digital storytelling: Learning outcomes, emotions, and perceptions	3
Teaching humorous irony to L2 and heritage speakers of Spanish	3
An activity theory perspective on Vietnamese preservice English teachers’ identity construction in relation to tensions, emotion and agency	3
The lexical profile of online graded reading materials in English language teaching: A corpus-based study	3
Empowering critical digital literacy in EFL: Teachers’ evaluation of didactic materials involving the recognition of presupposed information	3
Identity tensions of in-service teacher educators: A narrative inquiry	3
The multifaceted function of rubrics as formative assessment tools: A classroom-based action research in an L2 writing context	3
Arabic speech intelligibility: Perception of spoken Arabic by native and non-native speakers	3
Exploring the professional teacher identity as ethical self-formation of two multilingual native English teachers	3
Teaching methods emphasizing phonological forms enhance L2 vocabulary learning	3
Language learning aptitude as a predictor of late-life L2 learning at beginner level	3
Notes on contributors	3
Greater coverage vs. deeper processing? Comparing individual and collaborative processing of teacher feedback	3
Notes on Contributors	3
Exploring the silence of Japanese EFL learners: Its relationship with the degree of willingness to communicate (WTC)	3
Assessing L2 secondary student writing feedback literacy and its predictive effect on their L2 writing performance	3
Gamifying English Language Learning through Interactive Storytelling and MALL Technologies	3
‘Un futuro mejor para todos’: Towards a critical humanizing English language teaching	3
Examining EFL learners’ comprehension of derivational forms: The role of overlap with base word knowledge, word frequency, and contextual support	3
Language learning strategies used by EFL students: Does their digital fluency matter?	3
Multiple perspectives of stakeholders towards young learners’ language assessment in an international school in Malaysia	3
Empowering EFL learners through cognitive apprenticeship: A pathway to success in IELTS speaking proficiency	3
Exploring systematic orthographic crosslinguistic similarities to enhance foreign language vocabulary learning	3
Some language learners don’t want help: Self-efficacy and teacher support in primary school foreign language classrooms	3
‘That was crazy’: Confronting monolingual ideologies and courting translanguaging in international telecollaboration	3
Students’ display of willingness to participate in an extensive reading book club	3