Language teaching research

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  Año 2022, Vol. 26, Número 6

  • Articles

    • The English pronunciation of Arabic speakers: A data-driven approach to segmental error identification

      Ivana Rehman, Alif Silpachai, John Levis, Guanlong Zhao, Ricardo Gutiérrez-Osuna

      • Resumen

      págs. 1055-1081

      

    • Language teachers’ interpersonal learner-directed emotion-regulation strategies

      Jakub Bielak, Anna Mystkowska-Wiertelak

      • Resumen

      págs. 1082-1105

      

    • Task repetition, synchronous written corrective feedback and the learning of Korean grammar: A classroom-based study

      YouJin Kim, Bumyong Choi, Hyunae Yun, Binna Kim, Sujeong Choi

      • Resumen

      págs. 1106-1132

      

    • A self-paced reading (SPR) study of the effects of processing instruction on the L2 processing of active and passive sentences

      James F. Lee, Paul A. Malovrh, Stephen Doherty, Alecia Nichols

      • Resumen

      págs. 1133-1157

      

    • The interplay of oral corrective feedback and L2 willingness to communicate across proficiency levels

      Mostafa Zare, Zohreh Gooniband Shooshtari, Alireza Jalilifar

      • Resumen

      págs. 1158-1178

      

    • L2 learners’ acquisition of simple vs. complex linguistic features across explicit vs. implicit instructional approaches: The mediating role of beliefs

      Mohammad Nabi Karimi, Sara Abdollahi

      • Resumen

      págs. 1179-1201

      

    • Increasing the effectiveness of teaching L2 formulaic sequences through motivational strategies and mental imagery: A classroom experiment

      Duyen Le Thi, Zoltán Dörnyei, Ana Pellicer-Sánchez

      • Resumen

      págs. 1202-1230

      

    • 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 patterns

      Alessandro Benati

      • Resumen

      págs. 1231-1251

      

    • Using eye-tracking to examine the role of first and second language glosses

      Hyeonah Kang, Soo-Ok Kweon, Sungmook Choi

      • Resumen

      págs. 1252-1273

      

  • Practitioner Research

    • ‘We acted like ELLs’: A pedagogy of embodiment in preservice teacher education

      Anne Marie Guerrettaz, Tara Zahler, Vera Sotirovska, Ashley Summer Boyd

      • Resumen

      págs. 1274-1298