Language Teaching Research

Article	Citations
Language exposure and English digital reading achievement in East Asia: Examining the role of students’ socioeconomic status	125
Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study	110
Notes on Contributors	82
Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom	72
Student engagement with teacher oral feedback in EFL university classrooms	66
Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing	59
Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education	48
EMI as a problem, a right or a resource: Exploring misalignments in stakeholders’ views at one university in Taiwan	48
Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms	44
Dynamic positioning in identity development: Case studies of Chinese university English language teachers	39
The relationships between spoken and written input beyond the classroom and young EFL learners’ proficiency	38
Unraveling the effects of task type and proficiency level on second language learner engagement	37
A comparative study of Spanish discourse marker use among Chinese learners: associations with language proficiency and study abroad experience	37
Navigating pronunciation instruction in Japan and South Korea: Insights from Spanish and Portuguese teaching and learning	37
Synchronous computer-mediated communication and task-based learning in the EFL classroom	35
The effects of motivational dispositions on oral L2 task emotions and performance: A regulatory focus perspective	34
High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing	33
Comparing different L3s and factors that affect motivation to learn LOTEs	31
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	30
Notes on contributors	28
The interplay between corrective feedback timing and foreign language anxiety in L2 development	28
Conceptualizing and enhancing student engagement through technology: Perspectives from foreign language teachers in Estonia	26
Noticing, models, written recasts, the sociocognitive-transformative approach, and EFL writing: Complexity, accuracy, and fluency	26
Exploring the relationship between mindfulness and second language writing anxiety in the Bangladeshi EFL context, considering gender and proficiency level	26
Self-efficacy and professional development of Chinese language teachers in North Carolina secondary schools	24

Shifting perceptions of inclusive practitioner research: Epistemological affordances of exploratory practice	23
Going beyond practicing English: Language alternation in an L2 book club’s Zoom meetings	22
The interplay between foreign language enjoyment and willingness to communicate among tertiary CSL learners: The mediating roles of growth language mindset and classroom environment	22
L2 Vocabulary learning from reading: Effects of word-focused activity type, learner variables, and announcement	22
Fluency issues in L2 academic presentations: Linguistic, cognitive and psychological influences on pausing behaviour	22
Behind the mask: Using a drama-based English-as-a-foreign-language program to explore and develop second-language identity and motivation in a Japanese undergraduate context	22
The effect of the model of contingent teaching on improving Iranian EFL learners’ essay writing	21
The effects of personal experience narrative writing on EFL learners’ narrative competence development	21
Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China	21
Model texts as a feedback instrument in second language writing: A systematic review	21
How do first-language in-text repeated glosses in second-language reading influence novel words processing and learning outcomes beyond effects of occurrence frequency?	21
Exploring the relations among foreign language enjoyment, ideal L2 self, grit, and growth mindset in EFL learners: A cross-lagged analysis	21
Self-initiated foreign language listening outside class: A mixed-methods investigation of learners’ motivation and their perceptions through self-determination theory	21
A sociocultural analysis of teacher language assessment literacy development: Stories from a novice Vietnamese English-as-a-foreign-language teacher	20
Effects of using data-driven and generative AI-assisted instructions on learning multiword constructions in written academic English	20
Mobile-assisted seamless Chinese vocabulary learning: learners’ perspectives on lexical variety, engagement, and challenges	19
Exploring the roles of language aptitude and L2 grit in L2 achievement: Mediation of foreign language learning boredom	19
A serial mediation model testing associations between teacher–student relationship, resilience, autonomous learning and academic performance in the Chinese EFL context	18
A phenomenographic study of engineering students’ conceptions of learning English as a foreign language	18
Examining the perceptions and self-reported practices of L2 teachers in China regarding oral fluency: A conceptual replication and extension	17
‘My speech becomes just a voice, a picture’: Exploring language anxiety in Chinese as a second language learning in online environments	17
Potential influence of extensive reading on controlled productive vocabulary	17
Exploring Chinese higher vocational college teachers’ perceptions of reading and teaching reading in English	16
Corrigendum to “Working memory, L2 proficiency, and L2 speech performance across different task types”	16
Robotics and Weblog integration into EFL curriculum of middle and secondary schools: Exploratory study	16
The differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge	15
Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement	15
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	15
Enhancing intercultural communication skills: The impact of drama in Chinese language teaching	15
Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension	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
A major change for ESP for nursing: Pivoting towards discourse through a new course design with communicative engagement as a focal concept	14
Enhancing student writing with do-it-yourself corpora on a PhD pre-sessional programme	14
Notes on Contributors	14
Language teacher stress and growth during trauma throughout the COVID-19 pandemic: The mediating roles of resilience and well-being	14
Emotional incongruence enhances English vocabulary acquisition from instructional videos	14
The impact of graded readers on Kazakh language acquisition: Quasi-experimental evidence	14
Constructing and validating the teaching strategies for alleviating Chinese EFL graduate students’ foreign language anxiety	14
Exploring teacher mediation and learner responsiveness in small-group online dynamic assessment for L2 academic writing development	13
When ChatGPT gets it wrong: investigating third position repair by L2 learners at varying proficiency levels	13
Discourses of writing and learning to write in L2 writing curriculum in Chinese universities	13
Beyond the interface: Supporting beginner-level CEFR mediation and learner autonomy with ChatGPT	13
Effect of L2 motivation on use behavior of translation technologies among English-related majors: Mediating effects of performance expectancy and L2 grit	13
Evaluating a task-based language teaching course for low-proficiency learners in ESP classrooms in Japan	12
Advancing language education: Insights into teacher cognition, learner engagement, and skill development	12
The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English	12
Reading ability and challenges in a project-based academic report writing course: A test of the threshold hypothesis	12
L2 learners’ mindfulness in relation to their memorization/learning of L2 phrasal verbs	12
Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure	12

Exploring the effect of metaphor awareness-raising instruction on L2 learners’ acquisition of requests: Application of computer-animated production tasks for evaluation	12
The pedagogical content knowledge of two novice Chinese early childhood EFL teachers	11
LexPro: A plurilingual lexical profiling tool to assist teachers and researchers in analysing vocabulary of L2 input	11
Positive psychology in action: Exploring the role of altruistic teaching in enhancing English reading comprehension among L2 learners	11
Can linguistic landscape enhance students’ foreign language enjoyment and learning through self-efficacy? Moderating role of language policy	11
The impact of textual enhancement and frequency manipulation on incidental learning of collocations from reading	11
Learners’ behavioral engagement and performance on linguistically difficult L2 reading tasks: The effects of effort feedback, self-efficacy, and attributions	11
A latent profile analysis of self-regulated reading-to-write and writing strategies, and their relations to motivation and achievement	11
Implications of dispositions for foreign language writing: The case of the Arabic–English learner	11
Asynchronous multiple interpretation (AMI): Expanding temporal dimensions in qualitative data analysis	10
The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective	10
Translating Willingness to Communicate into Learner Talk in a Chinese as a Foreign Language (CFL) Classroom	10
The effects of a cognitive linguistic approach on college students’ learning English tenses in Taiwan	10
Comparing the effectiveness of verb-focused and particle-focused exercise formats on the recall and recognition of phrasal verbs	10
Exploring the use of GenAI in model texts as a feedback instrument: L2 students’ practice and perceptions	10
Notes on Contributors	10
Less is more: Developing and validating the short scale for investigating L2 boredom beyond the classroom	10
Integrated feedback as networked activity: A systematic review of multi-source feedback in ESL/EFL writing through an activity theory lens	10
Designing for diversity in Aotearoa / New Zealand Chinese language classrooms	10
The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach	10
Longitudinal videoconferencing and confidence development: The impact of perceived interlocutor cultural depth, richness, and self-involvement	10
Language learners’ stereotypical representations of France: Insights for teaching French as L3 with implications for minority foreign language crisis in China	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	10
Preservice English language teacher self-efficacy in Türkiye: A cross-sectional analysis	10
Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices	10
Sequence makes a difference: Effects of differential blended instructions on English word stress identification by Chinese teenager learners	10
Structured instructional design for integrated language skill development: College students’ perspectives on collaborative reading-to-write activities using a cloud-based tool	9
Unraveling the interplay between social-emotional need satisfaction and self-regulated learning: Longitudinal evidence from university students in China’s EMI programs	9
The impact of the production-oriented approach on L2 Motivational Self System and academic achievement among Chinese English majors	9
Parental involvement and children’s L2 learning motivation and engagement: A person-centered approach	9
Practicing to sing in chorus: Challenges and opportunities of collaborative inquiry-based learning in an Iranian EFL secondary school context	9
Exploring English language teachers’ beliefs about future readiness: Developing pedagogical practices for the 21st century	9
Integrating digital tools in task design: Insights from primary school EFL teachers	9
An optimality-theoretic analysis of Iraqi EFL students’ production of English plural forms	9
Feedback explicitness, working memory, and explicit knowledge in online classroom-based second language Mandarin tone learning	9
Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom	9
A Q method study on Turkish EFL learners’ perspectives on the use of AI tools for writing: Benefits, concerns, and ethics	9
Statistical learning of L2 lexical bundles through unimodal, bimodal, and multimodal stimuli	8
Debate pedagogy as a conducive environment for L2 argumentative essay writing	8
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	8
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
Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework	8
A third-wave positive psychology approach to language teachers’ self-efficacy, self-concept, and motivation	8
Notes on Contributors	8
The limited effects of visual and audio modalities on second language listening comprehension	8
Whose English should be talked and taught? Views from international English teachers in Thai higher education	8
Generalizing linguistic patterns through data-driven learning: A study of the dative alternation in Japanese learners of English	8
A comparative analysis of language choices in written peer feedback provided by high- and low-proficiency Japanese EFL students	8
Language mixing as a pedagogical tool for language learning: a methods development guide	8
A study of the effect of multimodal input on vocabulary acquisition: Evidence from online Chinese language learners	8
To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens	8
Developing a reading proficiency scale for US college-level CSL courses: A complement to the ACTFL guidelines	8
EFL students’ profiles of English reading self-efficacy: Relations with reading enjoyment, engagement, and performance	8
Exploring EFL learners’ emotions: A comparative study of cooperative podcast creation and general language learning	7
Notes on Contributors	7
Learner perceptions of multiculturalism in English language classrooms: A novel ecological framework	7
Effects of text messaging using digital Pinyin input on literacy skills of elementary school Chinese immersion learners	7
Foreign language teaching anxiety between pre-service and in-service English teachers: A psychological network analysis	7
Distributional patterns and functional characteristics of multiword units: a comparative analysis of reading and listening input in Chinese university EFL textbooks	7
English-medium instruction (EMI) teachers’ engagement with assessment in higher education: An ethnographic case study	7
The role of teacher knowledge and practice in shaping EFL teachers’ glocal identity	7
Content knowledge attainment in English medium instruction: Does academic English literacy matter?	7
Motivational profiles of EFL learners: A person-centered approach to uncovering gender differences	7
Demystifying positive second language writing experience: The role of writing self-efficacy and motivational dynamics	7
Faith or path? Profiling the motivations of multilingual Chinese as a foreign language teachers using Q methodology	7
The auditory picture vocabulary test for English L2: A spoken receptive meaning-recognition test intended for Dutch-speaking L2 learners of English	7
Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates	7
English L2 vocabulary acquisition through storytelling for adolescents with and without learning disabilities	7
Addressing discourse differences in the writing of Russian engineering students and international researchers	7
How effective is task-based language teaching to enhance second language learning? A technical comment on Bryfonski and McKay (2019)	7
The pedagogical and socio-affective dimensions of identity tensions and teacher agency: Case studies of university English teachers teaching online	7
Does engagement with feedback matter? Unveiling the impact of learner engagement and grit on EFL learners’ English writing achievements	6
The impact of cognate strategy training on guessing accuracy for unknown visually-presented words: The case of Japanese learners of English	6
L2 learners’ pragmatic output in a face-to-face vs. a computer-guided role-play task: Implications for TBLT	6
Notes on Contributors	6
Enhancing Korean as a foreign language learning through a mobile-assisted blended course: A triarchic and motivational perspective	6
Becoming teachers of emergent bilinguals: Navigating ideological and identity tensions	6
Can teacher feedback dispel the shadow of test anxiety over English achievement? The Dual-Mode Hypothesis	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
How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation	6

EFL learners’ lexical availability: Effect of L1 background and prompt	6
Lacking bridges and apprehensive tensions: The impact of emotions and contextual factors on German L3 teachers’ perceptions and grammar teaching practices	6
The effects of incidental focus on form on learning vocabulary, grammar, and pronunciation	6
Retraction Notice: “An ecological exploration of the intersection between English language teachers’ agency and social justice instruction”	6
A tale of two studies: How language proficiency and learner dispositions in online learning shape EMI academic success before, during, and after the pandemic	6
Translanguaging through performance: Comparative repetition pedagogy in Arabic–English university EFL classrooms	6
Teacher as creator: Orchestrating the learning environment to promote learner development	6
Effectiveness of a combined intervention using prior knowledge strategies to improve reading comprehension in Grade 2 deaf and hard-of-hearing students whose first language is Saudi sign language	6