Language teaching research

• 

  Año 2026, Vol. 30, Número 5

  • Editorial

    • Language Education as a Complex System: Insights from Current Research

      Hossein Nassaji

      págs. 2291-2295

      

  • Articles

    • Exploring English language teachers’ beliefs about future readiness: Developing pedagogical practices for the 21st century

      Julia Schlam Salman, Ofra Inbar-Lourie

      • Resumen

      págs. 2301-2320

      

    • Changing teacher educator cognition within a collaborative teacher education programme for CLIL: A case study in China

      Yan Zhu, Yue Liu, Nana Yang, Jonathan Newton

      • Resumen

      págs. 2321-2343

      

    • Exploring Chinese higher vocational college teachers’ perceptions of reading and teaching reading in English

      Jing Xu

      • Resumen

      págs. 2344-2373

      

    • ‘Definitions did not effectively help my students’: Pre-service teachers’ language modification strategies in Thai language-driven CLIL classrooms

      Nutthida Tachaiyaphum, Laura Gurney, Nicola Daly

      • Resumen

      págs. 2374-2389

      

    • Identity position and pedagogical agency negotiation in teaching EAP writing: A case study

      Zhenjie Weng

      • Resumen

      págs. 2390-2411

      

    • When big ideas meet critical thinking in lesson study: Insights from a pre-service language teacher education course

      Rui Yuan, Zhaoxuan Wang, Shuwen Liu

      • Resumen

      págs. 2412-2432

      

    • Translating Willingness to Communicate into Learner Talk in a Chinese as a Foreign Language (CFL) Classroom

      Qianqian Zhou

      • Resumen

      págs. 2433-2477

      

    • A retrodictive qualitative modeling study of complex and dynamic language learning motivation viewed as control, value and truth effectiveness

      Jakub Bielak, Anna Mystkowska-Wiertelak

      • Resumen

      págs. 2478-2525

      

    • Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms

      Nazila Fattahi, Faramarz Ebn Abbasi, Elouise Botes, Musa Nushi

      • Resumen

      págs. 2526-2547

      

    • Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom

      Liam Printer

      • Resumen

      págs. 2548-2576

      

    • Exploring student engagement in task-based and communicative language classrooms

      Sławomira Kołsut, Mateusz Szumilas

      • Resumen

      págs. 2577-2606

      

    • Relations between teacher–student relationship quality, emotional engagement, and writing performance

      Jing Huang

      • Resumen

      págs. 2607-2630

      

    • Comparing traditional and task-based approaches to teaching pragmatics: Task design processes and learning outcomes

      Youjin Kim, Sanghee Kang, Meredith D’Arienzo, Naoko Taguchi

      • Resumen

      págs. 2631-2654

      

    • Improvement of students’ self-directed learning readiness through problem-based English language learning in Korea

      Insuk Han

      • Resumen

      págs. 2655-2686

      

    • A posthumanist orientation and cross-national, online bilingual digital storytelling

      Zheng Zhang

      • Resumen

      págs. 2687-2718

      

    • ‘Are we really back to normal?’: A qualitative study on language teachers’ teaching practices during the post-COVID-19 era

      Jaerin Ahn, Yao-Kai Chi

      • Resumen

      págs. 2719-2737

      

    • The use of discourse markers across pragmatic performance levels and task types

      Soo Jung Youn

      • Resumen

      págs. 2738-2761

      

    • Introducing a new protagonist in L2 Chinese narratives: Syntactic construction and information organization

      Arnaud Arslangul

      • Resumen

      págs. 2762-2789

      

    • L2 Vocabulary learning from reading: Effects of word-focused activity type, learner variables, and announcement

      Hyeonah Kang, Masha Fedzechkina, JANET NICOL

      • Resumen

      págs. 2790-2821

      

    • Effect of pedagogic intervention in enhancing speech fluency by EFL students: A longitudinal study

      Dr Mahmood Yenkimaleki, Vincent J. van Heuven

      • Resumen

      págs. 2822-2845

      

    • Pronunciation assessment of learners, by learners, and for learners: Effects, validity and reliability, and learners’ perception

      Congchao Hua

      • Resumen

      págs. 2846-2864

      

    • Engagement with written corrective feedback: Examination of feedback types and think-aloud protocol as pedagogical interventions

      Mahmoud Abdi Tabari, Masatoshi Sato, Yizhou Wang

      • Resumen

      págs. 2865-2898

      

    • A comparative analysis of language choices in written peer feedback provided by high- and low-proficiency Japanese EFL students

      Sugene Kim

      • Resumen

      págs. 2899-2922

      

    • More than migrants? Representations of wo/men of colour in Dutch language textbooks

      Dietha Koster, Zahroh Nuriah, Anna Pot, Christine Sas, Twan Zegers

      • Resumen

      págs. 2923-2944

      

    • EFL learners’ versus instructors’ attributions of success and failure factors: A complexity theory perspective

      Eman I. Alzaanin

      • Resumen

      págs. 2945-2968