Language teaching research

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  Año 2025, Vol. 29, Número 7

  • Going beyond practicing English: Language alternation in an L2 book club’s Zoom meetings

    Eunseok Ro

    • Resumen

    págs. 2745-2776

    

  • Clustering perceived learning environment as antecedents of willingness to communicate in a second language

    Zheng Li, Bing Li, Xinglong Wang, Ling Zhen

    • Resumen

    págs. 2777-2794

    

  • Constructing and validating the teaching strategies for alleviating Chinese EFL graduate students’ foreign language anxiety

    Mailing Tang

    • Resumen

    págs. 2795-2824

    

  • Ambivalent reading: Ambivalence as a reading practice in critical literacy

    Amin Zaini

    • Resumen

    págs. 2825-2856

    

  • Socio-material assemblages: (De)colonizing literacy curriculum in transnational education

    Zheng Zhang

    • Resumen

    págs. 2857-2879

    

  • Longitudinal videoconferencing and confidence development: The impact of perceived interlocutor cultural depth, richness, and self-involvement

    Lauren Hetrovicz

    • Resumen

    págs. 2880-2908

    

  • Are most ELT course book writers white ‘native speakers’? A survey of 28 general English course books for adults

    Marek Kiczkowiak

    • Resumen

    págs. 2909-2926

    

  • Teacher–student relationships moderate the link between socioeconomic status and foreign language learning: Evidence from China

    Lihong Ma, Leifeng Xiao, Zhi Liu, Jian Liu

    • Resumen

    págs. 2927-2948

    

  • How effective is task-based language teaching to enhance second language learning? A technical comment on Bryfonski and McKay (2019)

    Qianying Xuan, Alan C. K. Cheung, Jinhong Liu

    • Resumen

    págs. 2949-2962

    

  • Measuring speaking proficiency growth in the language classroom: An investigation of practical approaches for teachers

    Paul Leeming, Justin Harris

    • Resumen

    págs. 2963-2985

    

  • The role of modality and working memory capacity in L2 production

    Myeongeun Son

    • Resumen

    págs. 2986-3006

    

  • First-year writing in the humanities and social sciences: Requirements, expectations, and perceived weaknesses

    Aynur Ismayilli Karakoc, Rachael Ruegg, Peter Yongqi Gu

    • Resumen

    págs. 3007-3028

    

  • A situated examination of the complex dynamic nature of L2 listening in EMI

    Nathan Thomas Ducker

    • Resumen

    págs. 3029-3079

    

  • How storytelling can work as a pedagogy to facilitate children’s English as a foreign language learning

    Thao Thi Phuong Nguyen, Louise Gwenneth Phillips

    • Resumen

    págs. 3080-3103

    

  • The predictive role of anxiety and motivation in L2 proficiency: An empirical causal model

    Fakieh Alrabai

    • Resumen

    págs. 3104-3142

    

  • Gender, critical pedagogy, and textbooks: Understanding teachers’ (lack of) mediation of the hidden curriculum in the EFL classroom

    Mai Trang Vu, Thi Thanh Thuy Pham

    • Resumen

    págs. 3143-3169

    

  • Pre-task planning effects on learner engagement in face-to-face and synchronous computer-mediated communication

    Xuyan Qiu, Gavin Bui

    • Resumen

    págs. 3170-3189

    

  • A Q method study on Turkish EFL learners’ perspectives on the use of AI tools for writing: Benefits, concerns, and ethics

    Ayşe Yılmaz Virlan, Burak Tomak

    • Resumen

    págs. 3190-3213