Language teaching research

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  Año 2025, Vol. 29, Número 2

  • Articles

    • An exploration of the structural and colligational characteristics of lexical bundles in L1–L2 corpora for English language teaching

      Toyese Najeem Dahunsi, Thompson Olusegun Ewata

      • Resumen

      págs. 472-488

      

    • L1 mediation in Chinese English learners’ mental lexicon: Evidence from word association tests

      Li Xiang, Hyunjeong Nam

      • Resumen

      págs. 489-508

      

    • Boredom in online English language classes: Mediating variables and coping strategies

      Miroslaw Pawlak, Ali Derakhshan, Mostafa Mehdizadeh, Mariusz Kruk

      • Resumen

      págs. 509-534

      

    • Classroom learning of English L2 requests: Input and interactional opportunities in French secondary schools

      Aysha Siddika, Shona Whyte

      • Resumen

      págs. 535-559

      

    • Does writing words in notes contribute to vocabulary learning?

      Zhouhan Jin, Stuart Webb

      • Resumen

      págs. 560-587

      

    • Pushing vocabulary knowledge from receptive to productive mastery: Effects of task type and repetition frequency

      Min Teng, Jinfen Xu

      • Resumen

      págs. 588-606

      

    • Autonomy of English language learners: A scoping review of research and practice

      Sin Wang Chong, Hayo Reinders

      • Resumen

      págs. 607-632

      

    • Investigating the contribution of L1 fluency, L2 initial fluency, working memory and phonological memory to L2 fluency development

      Nancy Gagné, Leif M. French, Kirsten M. Hummel

      • Resumen

      págs. 633-656

      

    • ‘English-only’ English medium instruction: Mixed views in Thai and Vietnamese higher education

      Kari Sahan, Nicola Galloway, Jim McKinley

      • Resumen

      págs. 657-676

      

    • L2 Spanish vocabulary teaching in US universities: Instructors’ beliefs and reported practices

      Claudia Helena Sánchez Gutiérrez, Pablo Robles García, Mercedes Pérez Serrano

      • Resumen
      • Texto completo  1    2  

      págs. 677-699

      

    • A structural relationship model for L2 oral proficiency, L2 interest, perceived importance of speaking, and out-of-class L2 contact

      Jia Lin

      • Resumen

      págs. 700-725

      

    • Test preparation pedagogy for international study: Relating teacher cognition, instructional models and academic writing skills

      Tony Clark, Guoxing Yu

      • Resumen

      págs. 726-750

      

    • Learner spoken output and teacher response in second versus foreign language classrooms

      EvaThue Vold

      • Resumen

      págs. 751-785

      

    • Exploring native-speakerism in teacher job recruitment discourse through Legitimation Code Theory: The case of the United Arab Emirates

      Sumaya Daoud, Aleksandra Kasztalska

      • Resumen

      págs. 786-806

      

    • Japanese adolescents’ attitudes towards learning English: A perspective from the self-worth theory

      Adrian Leis, Tetsushi Takemori, Keita Abe, Elisa Himori, Rei Suenaga, Kota Umino

      • Resumen

      págs. 807-836

      

    • Exclusive use of the second language in classroom interaction in English Medium Instruction science classrooms: the beliefs of students and their monolingual teachers

      Jiangshan An, Ernesto Macaro

      • Resumen

      págs. 837-859

      

    • Role-based interaction analysis for FLL: A sociocognitive UBL perspective

      Hao-Zhang Xiao

      • Resumen

      págs. 860-884

      

  • Practitioner Research

    • Communication and the student experience in the time of Covid-19: An autoethnography

      Sheila Busteed

      • Resumen

      págs. 885-903