Language Teaching Research

Papers
(The TQCC of Language Teaching Research is 6. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-02-01 to 2024-02-01.)
ArticleCitations
L2 grit: Passion and perseverance for second-language learning138
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes119
Engagement in language learning: A systematic review of 20 years of research methods and definitions114
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements83
The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis55
The wellbeing of language teachers in the private sector: An ecological perspective51
Boredom in online English language classes: Mediating variables and coping strategies48
Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme46
Good qualitative research34
Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English33
Foreign language learning boredom and enjoyment: The effects of learner variables and teacher variables31
Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers29
Unpacking the complexities of teacher identity: Narratives of two Chinese teachers of English in China28
Language teachers’ interpersonal learner-directed emotion-regulation strategies26
Towards an understanding of translanguaging in EMI teacher education classrooms26
Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC25
The affordances of iPad for constructing a technology-mediated space in Hong Kong English medium instruction secondary classrooms: A translanguaging view25
A longitudinal study of foreign language anxiety and enjoyment24
Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach24
The flipped classroom in second language learning: A meta-analysis24
Understanding language teacher wellbeing: An ESM study of daily stressors and uplifts23
Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach23
Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China22
Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context21
Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing20
Language mindsets, perceived instrumentality, engagement and graded performance in English as a foreign language students20
How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation20
Challenging the monolingual mindset: Understanding plurilingual pedagogies in English as an Additional Language (EAL) classrooms18
Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension18
A longitudinal study of foreign language enjoyment and boredom: A latent growth curve modeling17
Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours17
Exploring an ESL teachers’ beliefs and practices of teaching literary texts: A case study in Hong Kong16
Representation of cultures and communities in a global ELT textbook: A diachronic content analysis16
Exploring peer feedback processes and peer feedback meta-dialogues with learners of academic and business English15
Measuring teacher cognition: Comparing Chinese EFL teachers’ implicit and explicit attitudes toward English language teaching methods15
‘English-only’ English medium instruction: Mixed views in Thai and Vietnamese higher education15
Evaluating lists of high-frequency words: Teachers’ and learners’ perspectives15
The impact of L2 writing instructional approaches on student writing motivation and engagement15
English learners’ readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support14
‘We teach, we record, we edit, and we reflect’: Engaging pre-service language teachers in video-based reflective practice14
Foreign language anxiety and achievement: A study of primary school students learning English in China14
‘Let emotion ring’: An autoethnographic self-study of an EFL instructor in Wuhan during COVID-1914
The effects of a metacognitive intervention on lower-proficiency EFL learners’ listening comprehension and listening self-efficacy14
The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study14
Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication13
Social psychological accounts of peer emotion transfer in EFL classrooms: A doubly latent multilevel analysis13
Direct and indirect data-driven learning: An experimental study of hedging in an EFL writing class13
The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views13
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 task13
Examining the role of the learner and the teacher in language learning motivation12
Introduction: Combining learner psychology and ISLA research: Intersections in the classroom12
Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement12
Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction12
Self-determination mini-theories in second language learning: A systematic review of three decades of research12
Task-induced involvement load, vocabulary learning in a foreign language, and their association with metacognition11
An instructor’s beat gestures facilitate second language vocabulary learning from instructional videos: Behavioral and neural evidence11
Understanding the role of the first language (L1) in instructed second language acquisition (ISLA): Effects of using a principled approach to L1 in the beginner foreign language classroom11
Pre-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments11
Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices11
Autonomy of English language learners: A scoping review of research and practice10
Why only feedback? Including feed up and feed forward improves non-linguistic aspects of L2 writing10
The effects of structured input and traditional instruction on the acquisition of the English causative passive forms: An eye-tracking study measuring accuracy in responses and processing patterns10
A practitioner study on the implementation of strategy instruction for boredom regulation10
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment10
Translating translanguaging into our classrooms: Possibilities and challenges10
Task repetition, synchronous written corrective feedback and the learning of Korean grammar: A classroom-based study10
Technology-mediated tasks for the development of L2 pragmatics10
Revisiting the effectiveness of study abroad language programs: A multi-level meta-analysis9
COVID-19 and the pre-existing language teacher supply crisis9
Vision enhancement and language learning: A critical analysis of vision-building in an English for Academic Purposes programme9
Literature in contemporary foreign language school textbooks in Russia: Content, approaches, and readability9
Investigating grit in second language learning: The role of individual difference factors and background variables9
Genre instruction, textual borrowing, and foreign language writing: Graduate teaching assistant perspectives and practices9
Intercultural teaching approaches and practices of Chinese teachers in English education: An exploratory mixed methods study9
Providing vs. receiving peer feedback: Learners’ beliefs and experiences8
Challenging discourses of deficit: Understanding the vibrancy and complexity of multilingualism through language trajectory grids8
Are think-alouds reactive? Evidence from an L2 written corrective feedback study8
Development of second language speech fluency in foreign language classrooms: A longitudinal study8
The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis8
‘May I do something for you?’: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning8
Motivation, self-regulation, and writing achievement on a university foundation programme: A programme evaluation study8
Professional development for science and engineering professors offering English-medium instruction8
Synchronous VCMC with TalkAbroad: Exploring noticing, transcription, and learner perceptions in Spanish foreign-language pedagogy8
Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks8
The effectiveness of second-language listening strategy instruction: A meta-analysis8
Task repetition and corrective feedback via models and direct corrections among young EFL writers: Draft quality and task motivation8
Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective8
From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives8
A synergetic perspective on students’ perception of classroom environment, expectancy value belief, and engagement in an EFL context8
Capturing the emotional experiences of English as a foreign language university teachers: A critical perspective8
The role of working memory in blocked and interleaved grammar practice: Proceduralization of L2 syntax8
Facilitating English L2 learners’ intercultural competence and learning of English in a Taiwanese university8
The impact of altruism on the emotions and English summary writing skills of L2 learners: An intervention study in light of positive psychology8
L1 versus L2 writing processes: What insight can we obtain from a keystroke logging program?8
Psychometric properties of a self-efficacy scale for English language learners in Vietnam8
Increasing the effectiveness of teaching L2 formulaic sequences through motivational strategies and mental imagery: A classroom experiment7
Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development7
‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective7
Exclusive use of the second language in classroom interaction in English Medium Instruction science classrooms: the beliefs of students and their monolingual teachers7
Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge7
Mindfulness in the foreign language classroom: Influence on academic achievement and awareness7
An exploratory motivational intervention on the construction of Chinese undergraduates’ ideal LOTE and multilingual selves: The role of near peer role modeling7
Effect sizes in quantitative and qualitative research7
Exploring college English teaching of rhetorical knowledge: A Legitimation Code Theory analysis7
Grammar teaching in ELT: A cross-national comparison of teacher-reported practices7
The complexity of control shift for learner autonomy: A mixed-method case study of Chinese EFL teachers’ practice and cognition7
The effects of four instructional strategies on English learners’ English reading comprehension: A meta-analysis7
Developing EFL students’ pragmatic competence: The case of compliment responses7
The relative effectiveness of immediate and delayed corrective feedback in video-based computer-mediated communication7
Teacher beliefs about instructional approaches: Interrogating the notion of teaching methods7
The effects of lecturers’ non-native accent strength in English on intelligibility and attitudinal evaluations by native and non-native English students7
Facilitating agency and engagement: Visual methodologies and pedagogical interventions for working with culturally and linguistically diverse young people7
Constraints on innovation in English language teaching in hinterland regions of China7
Academic English education through research-informed teaching: Capturing perceptions of Bangladeshi university students and faculty members6
A self-paced reading (SPR) study of the effects of processing instruction on the L2 processing of active and passive sentences6
Channelling discomfort through the arts: A Covid-19 case study through an intercultural telecollaboration project6
Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire – Second Language Learning6
Can willingness to communicate, communication in English anxiety, behavioural inhibition and behavioural action predict perceived L2 fluency?6
Monolingual versus multilingual foreign language teaching: French and Arabic at beginning levels6
Collaborative learning between Chinese and international students in an English as a medium of instruction environment: Friend or foe?6
Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty6
On the acquisition of complex classifier constructions by L2 learners of a sign language6
Investigating the contribution of L1 fluency, L2 initial fluency, working memory and phonological memory to L2 fluency development6
Using eye-tracking to examine the role of first and second language glosses6
Effects of the 4/3/2 activity revisited: Extending Boers (2014) and Thai & Boers (2016)6
‘We acted like ELLs’: A pedagogy of embodiment in preservice teacher education6
Instructor feedback on free writing and automated corrective feedback in drills: Intensity and efficacy6
Reconciling opposites to reach compromise during ELT textbook development6
The interplay of oral corrective feedback and L2 willingness to communicate across proficiency levels6
Conceptualizing self-regulated reading-to-write in ESL/EFL writing and investigating its relationships to motivation and writing competence6
Implementation of translingual pedagogies in EAL writing: A systematic review6
Effects of teacher intervention and type of peer feedback on student writing revision6
Using the translanguaging space to facilitate poetic representation of language and identity6
Motivational factors underlying learner preferences for corrective feedback: Language mindsets and achievement goals6
Use of partial information to learn to read Chinese characters in non-native Chinese learners6
Teaching the pragmatics of English as an international language: A focus on pragmatic markers6
Researching learners’ perceptions: The use of the repertory grid technique6
More than meets the ear: Individual differences in trait and state willingness to communicate as predictors of language learning performance in a Chinese EFL context6
0.038590908050537