Language teaching research

• 

  Año 2025, Vol. 29, Número 3

  • Articles

    • 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

      Jakub Bielak

      • Resumen

      págs. 911-941

      

    • Implementation of translingual pedagogies in EAL writing: A systematic review

      Yachao Sun

      • Resumen

      págs. 942-966

      

    • ‘I’ve got all these little problems that I’m circling in my head’: Creativity in expert ELT textbook writing

      Dawn Atkinson

      • Resumen

      págs. 967-985

      

    • Fluency development through freewriting and transfer to other more structured tasks

      Raymond Yasuda

      • Resumen

      págs. 986-1006

      

    • A longitudinal study of foreign language enjoyment and boredom: A latent growth curve modeling

      Mariusz Kruk, Miroslaw Pawlak, Majid Elahi Shirvan, Tahereh Taherian, Elham Yazdanmehr

      • Resumen

      págs. 1007-1038

      

    • The effectiveness of second-language listening strategy instruction: A meta-analysis

      Mohammadreza Dalman, Luke Plonsky

      • Resumen

      págs. 1039-1068

      

    • A synergetic perspective on students’ perception of classroom environment, expectancy value belief, and engagement in an EFL context

      Ngoc Hoi Vo

      • Resumen

      págs. 1069-1093

      

    • Effects of teacher intervention and type of peer feedback on student writing revision

      Haiyang Sun, Mingchao Wang

      • Resumen

      págs. 1094-1113

      

    • The effect of CLIL context on the primary education EFL receptive and productive lexical growth

      Manoochehr Jafarigohar, Hoda Divsar, Parisa Etemad

      • Resumen

      págs. 1114-1138

      

    • Use of the L1 and L2 in strategic planning and rehearsal for task performances in an online classroom

      Scott Aubrey, Andrew Philpott

      • Resumen

      págs. 1139-1164

      

    • The effects of flipped classroom approach in EFL teaching: Can we strategically use the flipped method to acquire communicative competence?

      Shuangling Li, Jing He, Yuan Tao, Xia Liu

      • Resumen

      págs. 1165-1188

      

    • Robotics and Weblog integration into EFL curriculum of middle and secondary schools: Exploratory study

      Ghada Awada

      • Resumen

      págs. 1189-1209

      

    • Measuring listening and speaking self-efficacy in EFL contexts: The development of the Communicative SE Questionnaire

      Justin Harris

      • Resumen

      págs. 1210-1234

      

    • Task sequencing and L2 writing development: Exploring the SSARC model of pedagogic task sequencing

      Mahmoud Abdi Tabari, Minyoung Cho

      • Resumen

      págs. 1235-1263

      

    • Effects of prior knowledge and reasoning demands on Chinese EFL writing performance

      Na Tao, Ying Wang

      • Resumen

      págs. 1264-1285

      

    • A mixed methods approach to exploring grammar learning strategies in self-regulation task phases: Evidence from grounded theory and regression analysis

      Mohammad Hassanzadeh, Mostafa Ranjbar

      • Resumen

      págs. 1286-1310

      

    • Task repetition and corrective feedback via models and direct corrections among young EFL writers: Draft quality and task motivation

      Hanne Roothooft, Amparo Lázaro Ibarrola, Bram Bulté

      • Resumen

      págs. 1311-1344

      

    • Faith or path?: Profiling the motivations of multilingual Chinese as a foreign language teachers using Q methodology

      Xiuchuan Lu, Zhi Geng

      • Resumen

      págs. 1345-1371