Language teaching research

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  Año 2026, Vol. 30, Número 2

  • Editorial

    • From input to ideology: New directions in language learning and teaching

      María del Pilar García Mayo

      págs. 473-476

      

    • Notes on Contributors

      págs. 477-480

      

  • Articles

    • Preliminary evidence that applied cognitive linguistics is effective for novice learners regardless of their individual differences

      Elizabeth M. Kissling, Taylor Arnold

      • Resumen

      págs. 481-521

      

    • Promoting Korean learners’ conceptual development of honorifics through concept-based language instruction

      Eunhye Kim Hess, Michael D. Amory

      • Resumen

      págs. 522-553

      

    • Developments in a teacher’s cognition about written feedback: A sociocultural theory-driven perspective

      Hooman Saeli, Payam Rahmati

      • Resumen

      págs. 554-576

      

    • Writing fluency instructional practices for college-level multilinguals in a U.S. intensive writing course: From an activity theory perspective

      Jeeyoung Min

      • Resumen

      págs. 577-601

      

    • Scaffolded extensive reading: A concept drawn from two EFL reading programmes

      Xiaomei Sun

      • Resumen

      págs. 602-630

      

    • Practicing to sing in chorus: Challenges and opportunities of collaborative inquiry-based learning in an Iranian EFL secondary school context

      Seyyedeh Fahimeh Parsaiyan, Haniyeh Gholami

      • Resumen

      págs. 631-654

      

    • What do second language speakers really need for real-world interaction? A needs analysis of L2 Chinese interactional competence

      David Wei Dai

      • Resumen

      págs. 655-692

      

    • Comparison of the context provision and imagination elicitation approaches to learning emotional vocabulary

      María Jesús Sánchez Manzano, Ana María Fernández Dobao, Elisa Pérez García

      • Resumen

      págs. 693-715

      

    • How does repetition affect vocabulary learning through listening to the teacher’s explicit instruction? The moderating role of listening proficiency and preexisting vocabulary knowledge

      Pengchong Zhang

      • Resumen

      págs. 716-739

      

    • The auditory picture vocabulary test for English L2: A spoken receptive meaning-recognition test intended for Dutch-speaking L2 learners of English

      Vanessa De Wilde

      • Resumen

      págs. 740-770

      

    • The effect of input flooding and explicit instruction on L2 acquisition of English inverse scope

      Mien-Jen Wu, Tania Ionin

      • Resumen

      págs. 771-800

      

    • Longitudinal study of Spanish vowel acquisition by Australian students

      Alfredo Herrero de Haro, Manuel Delicado Cantero

      • Resumen

      págs. 801-828

      

    • The sociocognitive functions of English use during L2 French collaborative writing tasks

      Rachael Lindberg, Kim Mcdonough, Ahlem Ammar

      • Resumen

      págs. 829-845

      

    • EMI as a problem, a right or a resource: Exploring misalignments in stakeholders’ views at one university in Taiwan

      Chiu-Hui Wu

      • Resumen

      págs. 846-863

      

    • Whose English should be talked and taught? Views from international English teachers in Thai higher education

      Yusop Boonsuk, Fa-ezah Wasoh, Bordin Waelateh

      • Resumen

      págs. 864-884

      

    • The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective

      Mostafa Nazari, Peter I. De Costa, Sedigheh Karimpour

      • Resumen

      págs. 885-907

      

    • Multiple perspectives of stakeholders towards young learners’ language assessment in an international school in Malaysia

      Vahid Nimehchisalem, Mona Hosseini, Martin Cortazzi, Lixian Jin

      • Resumen

      págs. 908-935

      

    • Self-efficacy and professional development of Chinese language teachers in North Carolina secondary schools

      Lini Ge Polin

      • Resumen

      págs. 936-970