Language teaching research

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  Año 2025, Vol. 29, Número 4

  • Editorial

    • Methodological innovations in language teaching research

      Hossein Nassaji

      págs. 1375-1378

      

  • Articles

    • Do beliefs matter?: The relationship between beliefs about peer feedback and peer feedback outcomes on pronunciation

      Ines A. Martin, Lieselotte Sippel

      • Resumen

      págs. 1383-1399

      

    • Textbook authors’ perspectives on selecting and instructing Chinese characters and words in beginner and intermediate textbooks

      Jing Wang

      • Resumen

      págs. 1400-1425

      

    • The effects of Processing Instruction on the acquisition and processing of grammatical gender in German

      Nick Henry

      • Resumen

      págs. 1426-1457

      

    • Learning specialized vocabulary in the second language: Does transfer from the first language help?

      Jie Wang, Yen Na Yum

      • Resumen

      págs. 1458-1480

      

    • Understanding EFL university teachers’ synchronous online teaching belief change

      Peijian Paul Sun

      • Resumen

      págs. 1481-1498

      

    • Foreign language learning boredom and enjoyment: The effects of learner variables and teacher variables

      Chengchen Li

      • Resumen

      págs. 1499-1524

      

    • The pedagogical content knowledge of two novice Chinese early childhood EFL teachers

      Xiao-bo Shi, Xiang-Yu Li, Susanna S. Yeung

      • Resumen

      págs. 1525-1546

      

    • Fostering pre-service teachers’ perceived ability to implement dialogic teaching in Turkey: Examining the contributing factors of an intensive short-term teacher education program from the teacher-learners’ vantage point

      Sezen Arslan, George E. K. Whitehead

      • Resumen

      págs. 1547-1579

      

    • How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation

      Jean-Marc Dewaele, Kazuya Saito, Florentina Halimi

      • Resumen

      págs. 1580-1602

      

    • Self-determination mini-theories in second language learning: A systematic review of three decades of research

      Ali H. Al-hoorie, W.L. Quint Oga-Baldwin, Phil Hiver, Joseph P. Vitta

      • Resumen

      págs. 1603-1638

      

    • The relationships between EFL learners’ anxiety in oral presentations, self-perceived pronunciation, and speaking proficiency

      Art Tsang

      • Resumen

      págs. 1639-1659

      

    • Applying cognitive linguistics to teaching Chinese classifiers: Evidence from teaching Chinese as a heritage language in Germany

      Adler Yang Zhou

      • Resumen

      págs. 1660-1687

      

    • The limited effects of visual and audio modalities on second language listening comprehension

      Nobuhiro Kamiya

      • Resumen

      págs. 1688-1714

      

    • An investigation into English majors’ self-regulated writing strategies in an online learning context

      Safaa M. Abdelhalim

      • Resumen

      págs. 1715-1752

      

    • Effects of text messaging using digital Pinyin input on literacy skills of elementary school Chinese immersion learners

      Robin E. Harvey, Patricia J. Brooks

      • Resumen

      págs. 1753-1779

      

    • Second language development in face-to-face versus synchronous computer-mediated interactions: Dyadic type and language proficiency

      Angelica Ribeiro, Zohreh Eslami

      • Resumen

      págs. 1780-1806

      

    • Textual thinking as evidenced through think-alouds: Designing meanings in interpreting authentic L2 web texts

      Kristen Michelson, James F. Lee, Mourad Abdennebi

      • Resumen

      págs. 1807-1836

      

    • A poetic inquiry into a Japanese pre-service teacher’s English language learning trajectory: Pedagogical and methodological implications for teacher education

      Atsushi Iida

      • Resumen

      págs. 1837-1858