Language teaching research

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  Año 2026, Vol. 30, Número 3

  • Learner characteristics and task-related factors in L2 research

    Hossein Nassaji

    págs. 973-976

    

  • Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains

    Duy Van Vu, Ann-Sophie Noreillie, Elke Peters

    • Resumen

    págs. 983-1004

    

  • Cues facilitate foreign language vocabulary learning from instructional videos: Behavioral and neural evidence

    Zhongling Pi, Caixia Liu, Luchun Wang, Jiumin Yang, Xiying Li

    • Resumen

    págs. 1005-1029

    

  • Effect of L2 exposure, length of study, and L2 proficiency on EFL learners’ receptive knowledge of form–meaning connection and collocations of high-frequency words

    Cailing Lu, Thi Ngoc Yen Dang

    • Resumen

    págs. 1030-1056

    

  • L2 vocabulary learning in a mixed-proficiency community-engaged program: Designing vocabulary instruction for college students

    Nausica Marcos Miguel, Lucía Osa Melero, Carmen Alicia Martínez

    • Resumen

    págs. 1057-1081

    

  • Content-specific vocabulary in CLIL: Exploring L2 learning outcomes in a primary education programme in Catalonia

    Alexandra Vraciu, Anna Marsol

    • Resumen

    págs. 1082-1100

    

  • The effects of task-induced involvement load and gloss languages on incidental L2 vocabulary learning

    Parichard Phadungsilp, Sarut Supasiraprapa

    • Resumen

    págs. 1101-1126

    

  • Extensive viewing as additional input for foreign language vocabulary learning: A longitudinal study in secondary school

    Ferran Gesa Vidal, Inmaculada Miralpeix

    • Resumen

    págs. 1127-1160

    

  • Potential influence of extensive reading on controlled productive vocabulary

    Nobuko Sakurai

    • Resumen

    págs. 1161-1180

    

  • Statistical learning of L2 lexical bundles through unimodal, bimodal, and multimodal stimuli

    Azizullah Mirzaei, Mahshid Azizi Farsani, Heesun Chang

    • Resumen

    págs. 1181-1205

    

  • Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure

    Mengping Cheng, John Everatt, Alison Arrow, Amanda Denston

    • Resumen

    págs. 1206-1227

    

  • Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and L2 student engagement

    Shiyao Ashlee Zhou, Phil Hiver, Ali H. Al-hoorie

    • Resumen

    págs. 1228-1256

    

  • The foreign-accentedness, comprehensibility, and intelligibility of L2 Arabic speech

    Mahmoud M.E. Ali

    • Resumen

    págs. 1257-1275

    

  • Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment

    Jalil Fathi, Miroslaw Pawlak, Mariusz Kruk, Milad Naderi

    • Resumen

    págs. 1276-1306

    

  • Motivational intensity and self-perceived Chinese language proficiency: A moderated mediation model of L2 enjoyment and boredom

    Xian Zhao, Guoxing Lan, Tianxu Chen

    • Resumen

    págs. 1307-1326

    

  • The structural relationships among L2 motivation, out-of-class informal learning, and oral proficiency: A multiple-group structural equation modeling study

    Jia Lin

    • Resumen

    págs. 1327-1356

    

  • Effectiveness of written corrective feedback in developing L2 accuracy: A Bayesian meta-analysis

    Dan Brown, Qiandi Liu, Reza Norouzian

    • Resumen

    págs. 1357-1389

    

  • The effects of a cognitive linguistic approach on college students’ learning English tenses in Taiwan

    Li-Chin Yang

    • Resumen

    págs. 1390-1431

    

  • The interplay between corrective feedback timing and foreign language anxiety in L2 development

    Ehsan Rassaei

    • Resumen

    págs. 1432-1455

    

  • Does L2 assessment make a difference?: Testing the empirical validity of applied cognitive linguistics in the acquisition of the Spanish/L2 psych-verb construction

    Beatriz Martín Gascón, Reyes Llopis García, Irene Alonso Aparicio

    • Resumen

    págs. 1456-1480

    

  • The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English

    Jackie S. Lloyd, Andrew H. Lee

    • Resumen

    págs. 1481-1524

    

  • Meta-analysis to estimate the relative effectiveness of TBLT programs: Are we there yet?

    Frank Boers, Farahnaz Faez

    • Resumen

    págs. 1525-1543

    

  • Effects of task complexity, task sequence, and interlocutor familiarity on Chinese EFL learners’ self-repair in synchronous online interaction

    Wei Ren, Yiman Wu, Yuchen Peng

    • Resumen

    págs. 1544-1561

    

  • Synchronous computer-mediated communication and task-based learning in the EFL classroom

    Anthony Young, Jeong-Bae Son

    • Resumen

    págs. 1562-1592

    

  • L2 learners’ pragmatic output in a face-to-face vs. a computer-guided role-play task: Implications for TBLT

    Veronika Timpe-Laughlin, Judit Dombi, Tetyana Sydorenko, Shoko Sasayama

    • Resumen

    págs. 1593-1618

    

  • The effect of pre-task planning on computer-based second language writing

    Jingwen Wu, Rod Ellis

    • Resumen

    págs. 1619-1642