Language teaching research

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  Año 2026, Vol. 30, Número 1

  • Editorial

    • Learner psychology in second language teaching and learning

      Hossein Nassaji

      págs. 3-7

      

  • Articles

    • L2 learners’ self-regulated learning strategies and self-efficacy for writing achievement: a latent profile analysis

      Jing Chen, Lawrence Jun Zhang, Xiaotong Chen

      • Resumen

      págs. 14-35

      

    • A systematic review of computer-mediated communications in Chinese as a foreign language from 2008 to 2022: research contexts, theoretical foundations and methodology, affordances and limitations

      Mengdi Wang, Ann Devitt

      • Resumen

      págs. 36-64

      

    • Language learning activities in the Spanish L2 classroom related to a task-based framework: what types are the most commonly occurring according to Swedish learners?

      Berit Aronsson

      • Resumen

      págs. 65-91

      

    • Influencing language mindsets and English writing competence through an EAP program: a longitudinal study with latent transition analysis

      Hansol Lee, Jang Ho Lee, Robin Scarcella

      • Resumen

      págs. 92-114

      

    • Structured instructional design for integrated language skill development: college students’ perspectives on collaborative reading-to-write activities using a cloud-based tool

      Jia Li, Lillian Mak, Bill Hunter, Todd Cunningham

      • Resumen

      págs. 115-150

      

    • Introvert EFL learners’ listening comprehension and metacognitive awareness: a mixed-method study

      Motahare Taghizade, Hossein Bozorgian, Shirin Abadikhah

      • Resumen

      págs. 151-169

      

    • How do attention-shift and foreign language anxiety interact with objective and subjective measures of fluency?

      Daphnée Simard, Michael Zuniga, Florian Hameau

      • Resumen

      págs. 170-190

      

    • Investigating the potential of changing the smartphone system language to L2 for facilitating vocabulary learning and motivation

      Shelly Xueting Ye, Jia Shi

      • Resumen

      págs. 191-219

      

    • K-12 content teachers designing language tasks: a follow-up to Erlam, 2016

      Magda Tigchelaar, Virginia David, Amira Eldemerdash, Selena Protacio, Susan Piazza

      • Resumen

      págs. 220-237

      

    • Emotion, motivation and willingness to communicate in the language learning experience: a comparative case study of two adult ESOL learners

      Liana Maria Pavelescu

      • Resumen

      págs. 238-261

      

    • Relationship among critical thinking, multiple intelligence, and Iranian EFL learners’ speaking skill

      Mahboobeh Bakhshayesh, Aliakbar Jafarpour, Mahmood Hashemian

      • Resumen

      págs. 262-287

      

    • Applying control-value theory for examining multiple emotions in L2 classrooms: validating the Achievement Emotions Questionnaire – Second Language Learning

      Kaiqi Shao, Kristina Stockinger, Herbert W. Marsh, Reinhard Pekrun

      • Resumen

      págs. 288-316

      

    • Relationships between Chinese university EFL learners’ academic emotions and self-regulated learning strategies: a structural equation model

      Bin Shen, Yabing Wang, Yang Yang, Xiaoxiao Yu

      • Resumen

      págs. 317-342

      

    • The impact of altruism on the emotions and English summary writing skills of L2 learners: an intervention study in light of positive psychology

      Javad Zare, Khadijeh Aqajani Delavar, Ali Derakhshan

      • Resumen

      págs. 343-364

      

    • Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom

      Muna Hussain Muqaibal, Rowena Kasprowicz, Cathy Tissot

      • Resumen

      págs. 365-402

      

    • Achievement goals, emotions and willingness to communicate in EFL learning: combining variable- and person-centered approaches

      Enhao Feng, Yi Wang, Ronnel B. King

      • Resumen

      págs. 403-429

      

    • Effects of participation in an online intercultural exchange on drivers of L2 learning motivation

      Matthew Skidmore

      • Resumen

      págs. 430-448

      

    • Emotional intelligence and second/foreign language achievement: a meta-analytic review

      Yabing Wang, Fangsong Liu

      • Resumen

      págs. 449-469