Language teaching research

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  Año 2024, Vol. 28, Número 4

  • Articles

    • The effects of web-based text structure strategy instruction on adult Chinese ELLs’ reading comprehension and reading strategy use

      Zhihong Xu, Kausalai K. Wijekumar, Qing Wang, Robin Irey, Hua Liang

      • Resumen

      págs. 1288-1310

      

    • ‘Ignoring the elephant in the room’: (Under-)representation of impoliteness phenomenon in popular ELT textbooks

      Hossein Talebzadeh, Marzieh Khazraie

      • Resumen

      págs. 1311-1343

      

    • Morphosyntactic inconsistency in cross-linguistic transfer: Pedagogical implications for teaching English questions to Chinese EFL learners

      Qiaoling He, Isabel Oltra-Massuet

      • Resumen

      págs. 1344-1367

      

    • Mapping reflexivity in situ: A multimodal exploration of negotiated textbook discourses in Korean university EFL classrooms

      Christopher A. Smith

      • Resumen

      págs. 1368-1390

      

    • Strategy use in collaborative academic reading: Understanding how undergraduate students co-construct comprehension of academic texts

      Xiaoling Liu, Michelle Mingyue Gu, Tan Jin

      • Resumen

      págs. 1391-1411

      

    • Psychometric properties of a self-efficacy scale for English language learners in Vietnam

      Do-Hong Kim, Chuan Wang, Thi Nhu Ngoc Truong

      • Resumen

      págs. 1412-1427

      

    • Digitizing the story-writing process for EFL primary learners: An exploratory study

      Anisa Cheung

      • Resumen

      págs. 1428-1450

      

    • Foregrounding learner voice: Chinese undergraduate students’ understanding of paraphrasing and source use conventions for English research paper writing

      Qian Du, Ying Liu

      • Resumen

      págs. 1451-1471

      

    • The importance of increased processing demands in the design of Elicited Imitation tests

      Rosemary Erlam, Lan Wei

      • Resumen

      págs. 1472-1500

      

    • The affordances of iPad for constructing a technology-mediated space in Hong Kong English medium instruction secondary classrooms: A translanguaging view

      Kevin W H Tai, Li Wei

      • Resumen

      págs. 1501-1551

      

    • Effects of textual enhancement and task manipulation on L2 learners’ attentional processes and grammatical knowledge development: A mixed methods study

      Minjin Lee, Jookyoung Jung

      • Resumen

      págs. 1552-1571

      

    • Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach

      Abdullah Alamer, Jihyun Lee

      • Resumen

      págs. 1572-1593

      

    • Foreign language anxiety and achievement: A study of primary school students learning English in China

      Xiaoyi Hu, Xian Zhang, Sarah McGeown

      • Resumen

      págs. 1594-1615

      

    • The effects of topic familiarity on emotionality and linguistic complexity in EAP writing

      Mahmoud Abdi Tabari, Gavin Bui, Yizhou Wang

      • Resumen

      págs. 1616-1634

      

    • Arab Israeli EFL teachers’ perceptions and practices vis-à-vis teaching higher-order thinking skills: A complicated relationship

      Ibtihal Assaly, Abdelnaser Jabarin

      • Resumen

      págs. 1635-1655

      

    • CLIL as a pathway for cross-curricular and translingual classroom practices: A comparative quantitative study on Scottish and Spanish teachers’ views

      Xabier San Isidro

      • Resumen

      págs. 1656-1681

      

    • Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: Does CLIL in the foreign language make a difference?

      Amparo Lázaro Ibarrola, Raúl Azpilicueta Martínez

      • Resumen

      págs. 1682-1700

      

    • Effects of internal and external attentional manipulations and working memory on second language vocabulary learning

      Yeu-Ting Liu, Hossein Nassaji, Wen‐Ta Tseng

      • Resumen

      págs. 1701-1741