Language Teaching Research

Article	Citations
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	266
Notes on Contributors	81
High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing	77
Language exposure and English digital reading achievement in East Asia: Examining the role of students’ socioeconomic status	73
Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education	62
Comparing different L3s and factors that affect motivation to learn LOTEs	53
Synchronous computer-mediated communication and task-based learning in the EFL classroom	38
Arab Israeli EFL teachers’ perceptions and practices vis-à-vis teaching higher-order thinking skills: A complicated relationship	35
Dynamic positioning in identity development: Case studies of Chinese university English language teachers	34
The interplay between corrective feedback timing and foreign language anxiety in L2 development	33
L1 mediation in Chinese English learners’ mental lexicon: Evidence from word association tests	33
Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom	33
Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study	33
The relationships between spoken and written input beyond the classroom and young EFL learners’ proficiency	31
Student engagement with teacher oral feedback in EFL university classrooms	30
The effects of motivational dispositions on oral L2 task emotions and performance: A regulatory focus perspective	30
EMI as a problem, a right or a resource: Exploring misalignments in stakeholders’ views at one university in Taiwan	29
Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms	27
Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing	27
Fluency development in an EFL setting: A one-semester study	26
Exploring the relations among foreign language enjoyment, ideal L2 self, grit, and growth mindset in EFL learners: A cross-lagged analysis	26
Fluency issues in L2 academic presentations: Linguistic, cognitive and psychological influences on pausing behaviour	26
L2 Vocabulary learning from reading: Effects of word-focused activity type, learner variables, and announcement	25
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	23
Researching learners’ perceptions: The use of the repertory grid technique	23

Shifting perceptions of inclusive practitioner research: Epistemological affordances of exploratory practice	23
Model texts as a feedback instrument in second language writing: A systematic review	21
Does writing words in notes contribute to vocabulary learning?	21
The effects of proactive form-focused instruction and individual differences on second language acquisition	21
Self-efficacy and professional development of Chinese language teachers in North Carolina secondary schools	21
Going beyond practicing English: Language alternation in an L2 book club’s Zoom meetings	20
Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China	20
Debate as a pedagogical tool for developing speaking skills in second language education	19
Professional development for science and engineering professors offering English-medium instruction	19
Effects of internal and external attentional manipulations and working memory on second language vocabulary learning	18
Providing vs. receiving peer feedback: Learners’ beliefs and experiences	18
Examining the perceptions and self-reported practices of L2 teachers in China regarding oral fluency: A conceptual replication and extension	18
The differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge	17
A phenomenographic study of engineering students’ conceptions of learning English as a foreign language	17
A serial mediation model testing associations between teacher–student relationship, resilience, autonomous learning and academic performance in the Chinese EFL context	17
The effect of the model of contingent teaching on improving Iranian EFL learners’ essay writing	17
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	17
Task modality and language-related episodes in young learners: An attempt to manage accuracy and editing	17
Potential influence of extensive reading on controlled productive vocabulary	16
Enhancing intercultural communication skills: The impact of drama in Chinese language teaching	16
Exploring Chinese higher vocational college teachers’ perceptions of reading and teaching reading in English	16
The effect of textual glosses on L2 vocabulary acquisition: A meta-analysis	15
Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement	15
Digitizing the story-writing process for EFL primary learners: An exploratory study	15
Can willingness to communicate, communication in English anxiety, behavioural inhibition and behavioural action predict perceived L2 fluency?	15
Robotics and Weblog integration into EFL curriculum of middle and secondary schools: Exploratory study	14
Constructing and validating the teaching strategies for alleviating Chinese EFL graduate students’ foreign language anxiety	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
Evaluating a task-based language teaching course for low-proficiency learners in ESP classrooms in Japan	14
Learning foreign languages: pedagogical tools, emotional understanding and parents’ discourse	13
The interplay of glossing with text difficulty and comprehension levels	13
Discourses of writing and learning to write in L2 writing curriculum in Chinese universities	13
Notes on Contributors	13
Reading ability and challenges in a project-based academic report writing course: A test of the threshold hypothesis	13
A major change for ESP for nursing: Pivoting towards discourse through a new course design with communicative engagement as a focal concept	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
Qualitative research synthesis of project-based (language) learning and teaching in East and Southeast Asia: 2002–24	13
Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices	12
‘May I do something for you?’: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning	12
The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English	12
Abdominal enhancement techniques for L2 English phoneme pronunciation: Comparing the effectiveness of the techniques for Mandarin and Cantonese speakers	12
Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension	12
Language learners’ stereotypical representations of France: Insights for teaching French as L3 with implications for minority foreign language crisis in China	11
The effects of a cognitive linguistic approach on college students’ learning English tenses in Taiwan	11
Designing for diversity in Aotearoa / New Zealand Chinese language classrooms	11
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	11
The pedagogical content knowledge of two novice Chinese early childhood EFL teachers	11
Learners’ behavioral engagement and performance on linguistically difficult L2 reading tasks: The effects of effort feedback, self-efficacy, and attributions	11

L2 learners’ mindfulness in relation to their memorization/learning of L2 phrasal verbs	11
Longitudinal videoconferencing and confidence development: The impact of perceived interlocutor cultural depth, richness, and self-involvement	11
The impact of textual enhancement and frequency manipulation on incidental learning of collocations from reading	11
Positive psychology in action: Exploring the role of altruistic teaching in enhancing English reading comprehension among L2 learners	10
Comparing the effectiveness of verb-focused and particle-focused exercise formats on the recall and recognition of phrasal verbs	10
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	10
Implications of dispositions for foreign language writing: The case of the Arabic–English learner	10
Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach	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
The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective	10
Teaching second language pragmatics in the current era of globalization: An introduction	10
Erratum to Finding success with pedagogical innovation: A case from CSL teachers’ experiences with TBLT	10
The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach	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	9
Parental involvement and children’s L2 learning motivation and engagement: A person-centered approach	9
Translating Willingness to Communicate into Learner Talk in a Chinese as a Foreign Language (CFL) Classroom	9
Notes on Contributors	9
Unraveling the interplay between social-emotional need satisfaction and self-regulated learning: Longitudinal evidence from university students in China’s EMI programs	9
Exploring English language teachers’ beliefs about future readiness: Developing pedagogical practices for the 21st century	9
Structured instructional design for integrated language skill development: College students’ perspectives on collaborative reading-to-write activities using a cloud-based tool	9
Fluency development through freewriting and transfer to other more structured tasks	9
A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary	9
Practicing to sing in chorus: Challenges and opportunities of collaborative inquiry-based learning in an Iranian EFL secondary school context	9
Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom	9
A study of the effect of multimodal input on vocabulary acquisition: Evidence from online Chinese language learners	9
Psychometric properties of a self-efficacy scale for English language learners in Vietnam	8
The limited effects of visual and audio modalities on second language listening comprehension	8
Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework	8
Collaborative learning between Chinese and international students in an English as a medium of instruction environment: Friend or foe?	8
Notes on Contributors	8
A comparative analysis of language choices in written peer feedback provided by high- and low-proficiency Japanese EFL students	8
Developing a reading proficiency scale for US college-level CSL courses: A complement to the ACTFL guidelines	8
A Q method study on Turkish EFL learners’ perspectives on the use of AI tools for writing: Benefits, concerns, and ethics	8
Content knowledge attainment in English medium instruction: Does academic English literacy matter?	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
Generalizing linguistic patterns through data-driven learning: A study of the dative alternation in Japanese learners of English	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
Debate pedagogy as a conducive environment for L2 argumentative essay writing	8
Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates	8
Scaffolding student engagement with written corrective feedback: Transforming feedback sessions into learning affordances	8
The role of teacher knowledge and practice in shaping EFL teachers’ glocal identity	8
EFL students’ profiles of English reading self-efficacy: Relations with reading enjoyment, engagement, and performance	8
The effects of incidental focus on form on learning vocabulary, grammar, and pronunciation	7
Notes on Contributors	7
Intentional and incidental vocabulary acquisition through multi-component storytelling: The case of German L2 primary school students	7
Motivational profiles of EFL learners: A person-centered approach to uncovering gender differences	7
Effects of text messaging using digital Pinyin input on literacy skills of elementary school Chinese immersion learners	7
Japanese adolescents’ attitudes towards learning English: A perspective from the self-worth theory	7
How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation	7
English L2 vocabulary acquisition through storytelling for adolescents with and without learning disabilities	7
Faith or path? Profiling the motivations of multilingual Chinese as a foreign language teachers using Q methodology	7
Becoming teachers of emergent bilinguals: Navigating ideological and identity tensions	7
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	7
The impact of cognate strategy training on guessing accuracy for unknown visually-presented words: The case of Japanese learners of English	7
Student teachers’ experience with improvisation activities for spontaneous speech practice in English	7
Whose English should be talked and taught? Views from international English teachers in Thai higher education	7
Researching language skills and strategies	7
Addressing discourse differences in the writing of Russian engineering students and international researchers	7
L2 learners’ pragmatic output in a face-to-face vs. a computer-guided role-play task: Implications for TBLT	6
Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom	6
A structural relationship model for L2 oral proficiency, L2 interest, perceived importance of speaking, and out-of-class L2 contact	6
Effect of pedagogic intervention in enhancing speech fluency by EFL students: A longitudinal study	6
Engagement with written corrective feedback: Examination of feedback types and think-aloud protocol as pedagogical interventions	6
Creating and evaluating corpus-informed word lists for adolescent, beginner-to-low-intermediate learners of French, German, and Spanish	6
Teacher as creator: Orchestrating the learning environment to promote learner development	6
The effect of positive emotion on foreign language teacher engagement and well-being: A cross-cultural comparison	6
Impact of exercise format and repetition on learning verb–noun collocations	6
How effective is task-based language teaching to enhance second language learning? A technical comment on Bryfonski and McKay (2019)	6
Does engagement with feedback matter? Unveiling the impact of learner engagement and grit on EFL learners’ English writing achievements	6
Lacking bridges and apprehensive tensions: The impact of emotions and contextual factors on German L3 teachers’ perceptions and grammar teaching practices	6
EFL learners’ lexical availability: Effect of L1 background and prompt	6
Classroom environment and engagement in the EFL writing context: The mediating role of goal orientations	6
Measuring listening and speaking self-efficacy in EFL contexts: The development of the Communicative SE Questionnaire	6
Moving beyond native-speakerism through identity-based teacher education: The roles of positioning and agency	6
Extending the efficacy of Collaborative Strategic Reading (CSR) in teaching reading strategies: A socio-cultural emotional perspective	6
Developing and validating an L2 writing willingness to communicate scale: A sequential embedded mixed-methods approach	6
The auditory picture vocabulary test for English L2: A spoken receptive meaning-recognition test intended for Dutch-speaking L2 learners of English	6
The pedagogical and socio-affective dimensions of identity tensions and teacher agency: Case studies of university English teachers teaching online	6

Epilogue: Intercultural dialogue, the arts, and (im)possibilities	6
Motivation and anxiety in Chinese EFL students’ listening process: An idiodynamic approach	6
Online writing instruction: Understanding university EFL instructors’ beliefs and practices as a complex system	6
Music as a Medium of Instruction (MMI): A new pedagogical approach to English language teaching for students with and without music training	6
Notes on Contributors	6
Motivational factors underlying learner preferences for corrective feedback: Language mindsets and achievement goals	6
Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development	6