Innovation in Language Learning and Teaching

Pupils’ reflections on the primary to secondary school transition with reference to modern language learning: a motivational self-system perspective

Process drama as a tool for teaching modern languages: supporting the development of creativity and innovation in early professional practice

Enhancing L2 learners’ ZPD modification through computerized-group dynamic assessment of reading comprehension

Teaching second language reading comprehension: the effects of classroom materials and reading strategy use

Exploiting adventure video games for second language vocabulary recall: a mixed-methods study

Not to be overlooked: agency in informal language contact

Raising intercultural awareness through voice-based telecollaboration: perceptions, uses, and recommendations

Teacher autonomy development through reading teacher research: agency, motivation and identity

Approaches to teaching in the multi-level language classroom

Increasing peer collaborative dialogue using a flipped classroom strategy

Teachers’ use of motivational strategies: effects of a motivation-oriented professional development course

On the possible interactions of varied EFL activities and learning styles with EFL students’ motivational changes

Taiwanese EFL undergraduates’ self-regulated learning with and without technology

The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: a multiple case study

Guided listening with listening journals and curated materials: a metacognitive approach

Scaffolding talk in EAP lessons: an examination of experienced teachers’ practices

Developing self-coaching skills in university EFL classrooms to encourage out-of-class study time

‘Cognitive aging’ in teachers: L2 teachers’ cognitive performance across various stages in their teaching career

The development of a metaphoric competence. A didactic proposal of educational innovation

Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes

Reading in Pairs, description and results of a peer tutoring program for English as a foreign language

A comparative study of the effects of teacher-initiated planned preemptive and reactive focus on form on L2 learners’ accuracy in narrative writing

Fluctuations in an EFL teacher’s willingness to communicate in an English-medium lesson: an observational case study in Japan

The role of redressing teachers’ instructional feedback interventions in EFL learners’ motivation and achievement in distance education

Gamifying the flipped classroom: how to motivate Chinese ESL learners?

Learner and teacher autonomy in higher education: Perspectives from modern language teaching

Language teacher metacognition: beyond the mirror

The effect of shadow reading and collaborative strategic reading on EFL learners’ reading comprehension across two proficiency levels

Plurilingualism and using languages to learn languages: a sequential approach to deal effectively with language diversity*

Learning digital literacies through experiential digital storytelling in an EAL context: an exploratory study

Individual, parental and teacher support factors of self-regulation in Japanese students

Examining L2 teachers’ critical incidents: a complexity theoretic perspective

Motivation as individual differences and task conditions from a regulatory focus perspective: their effects on L2 Korean speech performance

‘No chance to speak’: Developing a pedagogical response to turn-taking problems

Development and implementation of online Dutch L2 courses in adult education: educators’ and providers’ perceptions of constraints and critical success factors