Language teaching research

• 

  Año 2026, Vol. 30, Número 7

  • Editorial

    • Correlation, Mediation, and Causation: Methodological Reflections on Current L2 Research

      Hossein Nassaji

      págs. 3489-3493

      

  • Articles

    • Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates

      Jinfen Xu, Jiaqi Yang, Dengke He

      • Resumen

      págs. 3500-3527

      

    • Exploring factors affecting foreign language achievement: The role of growth mindset, self-efficacy, and L2 grit

      Jalil Fathi, Miroslaw Pawlak, Sam Saeedian, Ata Ghaderi

      • Resumen

      págs. 3528-3559

      

    • Empowering EFL learners through cognitive apprenticeship: A pathway to success in IELTS speaking proficiency

      Seyyed Ali Ostovar-Namaghi, Mostafa Morady Moghaddam, Kosar Veysmorady

      • Resumen

      págs. 3560-3588

      

    • Students’ display of willingness to participate in an extensive reading book club

      Eunseok Ro

      • Resumen

      págs. 3589-3617

      

    • Enhancing language learning with Blackboard: A study of Chinese postgraduate students in the UK

      Taojie Yin

      • Resumen

      págs. 3618-3643

      

    • Arabic speech intelligibility: Perception of spoken Arabic by native and non-native speakers

      Asmaa Shehata

      • Resumen

      págs. 3644-3659

      

    • Fluency issues in L2 academic presentations: Linguistic, cognitive and psychological influences on pausing behaviour

      Heejin Chang, Scott Windeatt

      • Resumen

      págs. 3660-3683

      

    • Implications of dispositions for foreign language writing: The case of the Arabic–English learner

      Maura Pilotti, Huda Al Mulhem, Khadija El Alaoui, Arifi N. Waked

      • Resumen

      págs. 3684-3701

      

    • Teachers’ cognition and classroom implementation of tasks in task-supported language teaching (TSLT)

      Zia Tajeddin, Abbas Mansouri

      • Resumen

      págs. 3702-3723

      

    • Competitive psychological climate and foreign language anxiety in junior high school learners in China: Roles of control-value appraisals, and cognitive reappraisal

      Ting Zhao, Xi Lian

      • Resumen

      págs. 3724-3749

      

    • Exploring the interplay between EFL learners’ L2 writing boredom, writing motivation, and boredom coping strategies

      Mehdi Solhi, Ali Derakhshan, Miroslaw Pawlak, Büşra Ünsal Görkemoğlu

      • Resumen

      págs. 3750-3772

      

    • The effects of two methods of on-line planning on L2 task-based speaking performance and strategy use

      Qianqian Gu, Kris Van Den Branden

      • Resumen

      págs. 3773-3811

      

    • Protecting language teachers from burnout: The roles of teaching mindset, teaching grit, and emotion regulation

      Majid Sadoughi, S. Yahya Hejazi, Gholam Hassan Khajavy

      • Resumen

      págs. 3812-3834

      

    • Empowering critical digital literacy in EFL: Teachers’ evaluation of didactic materials involving the recognition of presupposed information

      Nicola Brocca, Viviana Masia, Davide Garassino

      • Resumen

      págs. 3835-3859

      

    • Comparing the effectiveness of verb-focused and particle-focused exercise formats on the recall and recognition of phrasal verbs

      Brian Strong, Paul Leeming

      • Resumen

      págs. 3860-3874

      

    • Predictors of second language willingness to communicate among US undergraduate students: Classroom social climate, emotions, and language mindset

      Hui Wang, Meagan M. Patterson, Anqi Peng

      • Resumen

      págs. 3875-3899

      

    • Enhancing dual language learners’ language learning through parent–teacher partnerships

      Xiaoyue Zhang, Lianjiang Jiang

      • Resumen

      págs. 3900-3927

      

    • Affective factors, intercultural sensitivity, and willingness to communicate orally outside class: A study with EFL secondary school learners in Poland and Spain

      Elvira Barrios, Marta Napiórkowska

      • Resumen

      págs. 3928-3950

      

    • Idealizing nativeness vs. embracing nonnativeness: A case study on L2 pronunciation teachers’ identity

      Joshua Gordon, Lena Barrantes Elizondo

      • Resumen

      págs. 3951-3971

      

    • Task repetition versus task rehearsal: Understanding effects of task-readiness factors and elemental genres on L2 writing task performance

      Mahmoud Abdi Tabari, Sima Khezrlou, Hessameddin Ghanbar

      • Resumen

      págs. 3972-4010

      

    • The differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge

      Maria-Lourdes Lira Gonzales, Hossein Nassaji, Martha L. De Tejeda, Dora Vasquez, Kiara Saenz Lujan

      • Resumen

      págs. 4011-4035

      

    • The effect of positive emotion on foreign language teacher engagement and well-being: A cross-cultural comparison

      Mostafa Azari Noughabi, Shanshan Yang, Elouise Botes, Jean-Marc Dewaele

      • Resumen

      págs. 4036-4056

      

    • Enhancing intercultural communication skills: The impact of drama in Chinese language teaching

      Fuxing Shang, Weiwei Duan, Lu Xu

      • Resumen

      págs. 4057-4088