Language Teaching Research

Developing a self-assessment tool for English language teachers

TBLT implementation and evaluation: A meta-analysis

Teaching the English article system: Definiteness and specificity in linguistically-informed instruction

Pronunciation in foreign language classrooms: Instructors’ training, classroom practices, and beliefs

From needs analysis to task design: Insights from an English for specific purposes context

Explicit instruction, input flood or study abroad: Which helps Japanese learners of English acquire adjective ordering?

The effect of collaborative writing in an EFL secondary setting

Focus on language versus content in the pre-task: Effects of guided peer-video model observations on task performance

Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong:

Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings

Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination

The relationship between L2 instruction, exposure, and the L2 acquisition of a syntax–discourse property in L2 Spanish

Which segmental features matter for successful L2 comprehensibility? Revisiting and generalizing the pedagogical value of the functional load principle:

ISLA: How implicit or how explicit should it be? Theoretical, empirical, and pedagogical/curricular issues

Understanding L1 and L2 interaction in collaborative writing: A lexico-grammatical analysis:

Making research on instructed SLA relevant for teachers through professional development

Operationalizing L2 motivational self system: Improving EFL learners’ motivation through a vision enhancement program:

Thirty-five years of ISLA on form-focused instruction: A methodological synthesis

Understanding knowledge, participation and learning in L2 collaborative writing: A metacognitive theory perspective:

Connecting language proficiency to teaching ability: A meta-analysis:

A comparative study of the impact of focused vs. comprehensive corrective feedback and revision on ESL learners’ writing accuracy and quality:

Measuring student attention in the second language classroom

The position of grammar in Finnish, Dutch, and global course books for German as a foreign language

L1–L2 differences in the L2 classroom: Anticipating Anglophone learners’ difficulties with French pronoun interpretation

Introduction: A snapshot of thirty-five years of instructed second language acquisition

The effect of cognitive vocabulary learning approaches on Chinese learners’ compound word attainment, retention, and learning motivation

Second language teachers learn to teach for social justice through community field experiences

The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students

A re-examination of pair dynamics and L2 learning opportunities in collaborative writing:

Parents’ discourse on English for young learners:

One size fits all? In search of the desirable caption display for second language learners with different caption reliance in listening comprehension:

Understanding willingness to communicate in L2 between Korean and Taiwanese students

The effect of feedback timing on L2 Spanish vocabulary acquisition in synchronous computer-mediated communication:

EFL learners’ speaking proficiency and its connection to emotional understanding, willingness to communicate and musical experience:

Academic lexical bundles in graduate-level math texts: A corpus-based expert-approved list:

Effects of increasing the degree of reasoning and the number of elements on L2 argumentative writing

L2 Spanish morphosyntactic development through collaborative writing: An analysis of mood production, text length and syntactic complexity:

The relative effect of recasts on L2 Korean learners’ accuracy development of two different forms and its relationship with language analytic ability:

Enhancing students’ English proficiency by co-teaching between native and non-native teachers in an EFL context:

The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL:

Exploring the relationship between linguistic knowledge and strategy use in listening comprehension

Pedagogical approaches and the role of the teacher

Because words matter: Investigating vocabulary development across contexts and modalities:

Notes on contributors

Longitudinal research on EFL teacher professional development in (Japanese) contexts: Collaborative action research projects:

Pre-task planning and discourse cohesion: Analysis of Chinese EFL learners’ referential use in oral narratives:

Thirty-five years of ISLA on form-focused instruction: A meta-analysis