Journal of multilingual and multicultural development

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  Año 2025, Vol. 46, Número 8

  • Introduction

    • An introduction to the special issue on innovative research approaches in the study of foreign language teachers’ and learners’ academic emotions

      Ali Derakhshan, Miroslaw Pawlak

      • Resumen

      págs. 2133-2139

      

  • Articles

    • A new look at language mindset, achievement goals and L2 emotions: the case of Chinese university students

      Banban Li, Lihong Ma, Lawrence Jun Zhang

      • Resumen

      págs. 2140-2156

      

    • Testing associations between global and specific levels of foreign language enjoyment and foreign language boredom: the moderator role of L2 savouring beliefs using bifactor exploratory structural equation modelling

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

      • Resumen

      págs. 2157-2174

      

    • Engagement and willingness to communicate in the L2 classroom: identifying the latent profiles and their relationships with achievement emotions

      Yongliang Wang, Hanwei Wu, Yunsong Wang

      • Resumen

      págs. 2175-2191

      

    • Longitudinal exploration of interconnectedness through a cross-lagged panel design: enjoyment, anxiety, willingness to communicate, and L2 grit in english language learning

      Ali Derakhshan, Jalil Fathi

      • Resumen

      págs. 2192-2210

      

    • Dissecting subjective L2 (un)willingness to communicate among EFL learners: a Q methodology study

      Mehdi Solhi, Athip Thumvichit

      • Resumen

      págs. 2211-2226

      

    • Exploring the predictive role of job satisfaction on bilingual English teachers’ aggression and stress in the Chinese EFL context: a latent growth curve modelling

      Lei Yang, Manfu Duan

      • Resumen

      págs. 2227-2243

      

    • Cultivating resilience through a community of inquiry: how academic emotions impact the professional growth of pre-service teachers

      Lucas kohnke, Di Zou

      • Resumen

      págs. 2244-2261

      

  • Regular articles

    • How does foreign language peace of mind contribute to learning performance: roles of academic engagement and social support

      Wen Chen, Peizhen Sun, Anqi Zhang, Zishuo Yang

      • Resumen

      págs. 2262-2275

      

    • Analysing gender gaps in foreign language proficiency self-assessment in comparison to test performance among Czech students: the role of foreign language teachers and class grades

      Hana Vonkova, Ondrej Papajoanu, Martin Bosko, Katerina Mayerova

      • Resumen

      págs. 2276-2294

      

    • The roles of language mindsets and willingness to communicate in receptive pragmatic competence among Chinese EFL learners

      Yuqi Wang, Wei Ren

      • Resumen

      págs. 2295-2311

      

    • Investigating the contribution of engagement and resilience to EFL teachers’ L2 grit

      Faezeh Sadat Shahvarani, Mostafa Azari Noughabi, Atefeh Razi

      • Resumen

      págs. 2312-2324

      

    • Emotional vocabulary in immigrants’ L2 written discourse: is linguistic distance a proxy for L2 emotionality?

      Irini Mavrou, Fernando Bustos, Javier Chao

      • Resumen

      págs. 2325-2341

      

    • Mainland Chinese students’ psychological adaptation to Hong Kong: an intergroup communication perspective

      Xiaoyan I. Wu, Stefano Occhipinti, Bernadette Watson

      • Resumen

      págs. 2342-2357

      

    • Cultivating translingual and transcultural competence in a multilingual university

      Claudia Kunschak, Birgit Strotmann

      • Resumen

      págs. 2358-2374

      

    • Qualifications in home languages: opportunities, barriers and policy implications

      Emma Humphries, Janice Carruthers, Leanne Henderson

      • Resumen

      págs. 2375-2392

      

    • Does a post-COVID-19 Digital Cultural Exchange course improve students’ multicultural literacy in Taiwan’s remote areas?

      Cathy Weng, Khanh Nguyen Phuong Tran, Jia-Shin Tsai, Hsuan Chen, Chi-Chuan Yang

      • Resumen

      págs. 2393-2410

      

    • Multilingualism in Teressa Island: performance and practice

      R. Vysakh

      • Resumen

      págs. 2411-2422

      

    • Unpacking the epistemic injustice in English medium instruction: an ethnography of Bangladeshi students’ language ideologies in China

      Juan Dong, Yawen Han

      • Resumen

      págs. 2423-2436

      

    • The preventive role of teachers’ immediacy behaviours and classroom climate in EFL students’ self-silencing: a self-determination theory perspective

      Qing Liu, Run Geng

      • Resumen

      págs. 2437-2450

      

    • New wine in new bottles?: L2 Grit in comparison to domain-general Grit, Conscientiousness, and Cognitive Ability as a predictor of language learning

      Elouise Botes, Mostafa Azari Noughabi, Seyed Mohammad Reza Amirian, Samuel Greiff

      • Resumen

      págs. 2451-2466

      

    • Go-along language teaching: a pedagogical approach for older learners in ESL contexts

      Yingqiu Chen, Louisa Buckingham

      • Resumen

      págs. 2467-2480

      

    • Examining language and racial attitudes in an L2 French learning context

      Marie Eve Bouchard

      • Resumen

      págs. 2481-2497

      

    • Exploring urban-rural differences in foreign language enjoyment, anxiety, boredom, and burnout among Chinese secondary students

      Lihong Ma, Lixueqing Liu, Shaoqian Luo, Jian Liu

      • Resumen

      págs. 2498-2516

      

    • Chinese senior secondary students’ attitudes towards national, regional and foreign languages: the case of Chongqing

      Yu Dai, David Gardner

      • Resumen

      págs. 2517-2534

      

    • Modelling the predictive effect of enjoyment on willingness to communicate in a foreign language: the chain mediating role of growth mindset and grit

      Xia Yu, Jinhui Ma

      • Resumen

      págs. 2535-2552

      

    • Segregation or Integration?: German language support teachers’ beliefs about ‘ideal’ language support models in Austria

      Marie Gitschthaler, Elizabeth J. Erling, Susanne Schwab

      • Resumen

      págs. 2553-2568

      

    • Resisting linguistic assimilation: a case study of South Sudanese families maintaining heritage language and literacy practices in the home

      Akol Aguek, Cynthia C. Reyes, Shana Haines

      • Resumen

      págs. 2569-2581