Language teaching research

• 

  Año 2025, Vol. 29, Número 5

  • Articles

    • Three heads are better than one?: Digital multimodal composition completed collaboratively versus individually

      Mimi Li, Quang Nam Pham

      • Resumen

      págs. 1866-1888

      

    • Addressing discourse differences in the writing of Russian engineering students and international researchers

      Elena I. Shpit, Philip M. McCarthy

      • Resumen

      págs. 1889-1922

      

    • ‘I’d rather you worked individually’: An autoethnographic enquiry

      Roqayeh Enferad, Baqer Yaqubi, Seyyed Ghasem Hassani

      • Resumen

      págs. 1923-1942

      

    • The impact of cognate strategy training on guessing accuracy for unknown visually-presented words: The case of Japanese learners of English

      David Allen

      • Resumen

      págs. 1943-1966

      

    • Measuring depth of academic vocabulary knowledge

      John Read, Thi Ngoc Yen Dang

      • Resumen

      págs. 1967-1993

      

    • Student engagement with teacher oral feedback in EFL university classrooms

      Bo Wang, Shulin Yu, Yao Zheng, Timothy Teo

      • Resumen

      págs. 1994-2018

      

    • Music as a Medium of Instruction (MMI): A new pedagogical approach to English language teaching for students with and without music training

      Claudia Fernández de Cañete García, Inmaculada Pineda Hernández, George Waddell

      • Resumen

      págs. 2019-2045

      

    • Effectiveness of interventions on improving English language learners’ intelligibility and comprehensibility: A meta-analytic review

      Xueyan Hu, Li Jen Kuo, L. Quentin Dixon

      • Resumen

      págs. 2046-2070

      

    • Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement

      Richard L. Sparks, Abdullah Alamer

      • Resumen

      págs. 2071-2092

      

    • Investigating grit in second language learning: The role of individual difference factors and background variables

      Miroslaw Pawlak, Kata Csizér, Mariusz Kruk, Joanna Zawodniak

      • Resumen

      págs. 2093-2118

      

    • Discourses of writing and learning to write in L2 writing curriculum in Chinese universities

      Shulin Yu, Yu Zhou, Emily Di Zhang

      • Resumen

      págs. 2119-2139

      

    • Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China

      Chengchen Li, Jean-Marc Dewaele, Miroslaw Pawlak, Mariusz Kruk

      • Resumen

      págs. 2140-2160

      

    • The effect of the model of contingent teaching on improving Iranian EFL learners’ essay writing

      Leila Behzadi Soufiani, Saeideh Ahangari, Mahnaz Saeidi

      • Resumen

      págs. 2161-2176

      

    • Pedagogic tasks in digital games: Effects of feedback conditions and individual characteristics on learning request-making

      Naoko Taguchi, Daniel H. Dixon, Yuqing Qin, Ying Chen

      págs. 2177-2203

      

    • Gamifying English Language Learning through Interactive Storytelling and MALL Technologies

      Annalisa Raffone

      • Resumen

      págs. 2204-2224

      

    • Investigating the effectiveness of augmented reality-enhanced instruction on EFL learners’ speaking in online flipped and face-to-face classes

      Farzaneh Khodabandeh

      • Resumen

      págs. 2225-2244

      

    • Foreign language anxiety in online college Spanish: Prevalence and effects on oral proficiency

      Dianne Burke Moneypenny, Rosalie S. Aldrich

      • Resumen

      págs. 2245-2262

      

    • The multifaceted function of rubrics as formative assessment tools: A classroom-based action research in an L2 writing context

      Megan Khairallah, Omar Adra

      • Resumen

      págs. 2263-2280