Language teaching research

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  Año 2026, Vol. 30, Número 4

  • Editorial

    • Teaching, learning, and teacher development

      María del Pilar García Mayo

      págs. 1645-1649

      

  • Articles

    • Embodied enactment of a hypothetical scenario in an English medium instruction secondary mathematics classroom: A translanguaging approach

      Kevin W H Tai, Li Wei

      • Resumen

      págs. 1656-1688

      

    • Online writing instruction: Understanding university EFL instructors’ beliefs and practices as a complex system

      Safaa M. Abdelhalim

      • Resumen

      págs. 1689-1718

      

    • Investigating fixed and growth teaching mindsets and self-efficacy as predictors of language teachers’ burnout and professional identity

      Nourollah Zarrinabadi, Behrouz Jamalvandi, Mohsen Rezazadeh

      • Resumen

      págs. 1719-1737

      

    • Design and evaluation of non-digital gamification to support collaborative morphological analysis

      Shen Qiao, Susanna S. Yeung, Samuel K.W. Chu

      • Resumen

      págs. 1738-1763

      

    • Debate pedagogy as a conducive environment for L2 argumentative essay writing

      Abid El Majidi, Rick de Graaff, Daniel Janssen

      • Resumen

      págs. 1764-1788

      

    • Implementation of an integrated intercultural literary pedagogy intervention in Spanish-as-a-foreign-language classrooms in the Netherlands: An effect study at the secondary level

      Esther Schat, Ewout van der Knaap, Rick de Graaff

      • Resumen

      págs. 1789-1813

      

    • The impact of a critical fiction analysis based on using augmented reality technology on developing students’ critical thinking and critical writing at Tabuk University

      Azza A.M. Abdelrahim

      • Resumen

      págs. 1814-1838

      

    • Comparing different L3s and factors that affect motivation to learn LOTEs

      Hsuan-Yau (Tony) Lai

      • Resumen

      págs. 1839-1859

      

    • Designing for diversity in Aotearoa / New Zealand Chinese language classrooms

      Grace Yue Qi, Susan Y. H. Sun, Lucila Carvalho

      • Resumen

      págs. 1860-1889

      

    • Language learning strategies used by EFL students: Does their digital fluency matter?

      Jia-Ying Lee

      • Resumen

      págs. 1890-1913

      

    • Seeing teacher identity through teachers’ beliefs: Narratives of pre-service EFL teachers in China

      Yuan Sang

      • Resumen

      págs. 1914-1937

      

    • A serial mediation model testing associations between teacher–student relationship, resilience, autonomous learning and academic performance in the Chinese EFL context

      Tianxue Cui, Chuang Wang, Yanchao Yang, Yueyang Shao

      • Resumen

      págs. 1938-1961

      

    • Flipping EFL low-proficiency students’ learning: An empirical study

      Daniel Yu-Sheng Chang

      • Resumen

      págs. 1962-1983

      

    • Improving EFL students’ stance-taking in academic writing with SFL-based instruction: A qualitative inquiry

      Lu Zhang, Lawrence Jun Zhang

      • Resumen

      págs. 1984-2005

      

    • Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices

      Trang Bui, Phung Dao

      • Resumen

      págs. 2006-2033

      

    • The development and validation of a scale for measuring EFL secondary teachers’ self-efficacy for English writing and writing instruction

      Shulin Yu, Kaihao Yuan, Nan Zhou, Chuang Wang

      • Resumen

      págs. 2034-2059

      

    • The role of diagnostic writing assessment in promoting Chinese EFL students’ learning autonomy: An action research study

      Jufang Kong, Mingwei Pan

      • Resumen

      págs. 2060-2084

      

    • ‘The wisdom of crowds’: When teacher judgments outperform word-frequency as a predictor of students’ vocabulary knowledge

      Pablo Robles García, Jeffrey Stewart, Christopher Nicklin, Joseph P. Vitta, Stuart McLean, Brandon Kramer

      • Resumen

      págs. 2085-2109

      

    • Repositioning English and teaching practices in global Englishes: A critical perspective from Thai higher education

      Yusop Boonsuk, Fa-ezah Wasoh, Eric A. Ambele

      • Resumen

      págs. 2110-2129

      

    • Pre-service language teachers’ perceptions of sustainability and its implementation in language teaching

      Minna Maijala, Leena Maria Heikkola, Salla-Riikka Kuusalu, Päivi Laine, Maarit Mutta, Katja Mäntylä

      • Resumen

      págs. 2130-2159

      

    • The role of teacher knowledge and practice in shaping EFL teachers’ glocal identity

      Maomao Feng, Hoe Kyeung Kim

      • Resumen

      págs. 2160-2184

      

    • Examining the perceptions and self-reported practices of L2 teachers in China regarding oral fluency: A conceptual replication and extension

      Qiao Gan, Lin Ma

      • Resumen

      págs. 2185-2211

      

    • The effects of incidental focus on form on learning vocabulary, grammar, and pronunciation

      Amin Pouresmaeil, Mehran Vali

      • Resumen

      págs. 2212-2235

      

    • To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens

      Fan Fang, Lianjiang Jiang, Junhong Yang

      • Resumen

      págs. 2236-2265

      

    • Balancing being a ‘good teacher’ and a ‘motivating teacher of English’: Analysing the sense of professional responsibility of pre-service EFL teachers

      Malba Barahona, Stephen Darwin

      • Resumen

      págs. 2266-2288