Language teaching research

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  Año 2025, Vol. 29, Número 1

  • Articles

    • A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary

      Eva Olsson

      • Resumen

      págs. 7-32

      

    • Engaging in dialogue during collaborative writing: The role of affective, cognitive, and social engagement

      Boya Zhang

      • Resumen

      págs. 33-62

      

    • Developing crosslinguistic awareness through plurilingual consciousness-raising tasks

      Nina Woll, Pierre-Luc Paquet

      • Resumen

      págs. 63-87

      

    • Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain

      Elvira Barrios, Irene Acosta Manzano

      • Resumen

      págs. 88-111

      

    • Improving second language vocabulary learning and retention by leveraging memory enhancement techniques: A multidomain pedagogical approach

      Nur Basak Karatas, Oya Özemir, Jarrett T. Lovelett, Bora Demir, Kemal Erkol, João Veríssimo, Gülcan Erçetin, Michael T. Ullman

      • Resumen

      págs. 112-149

      

    • Examining EFL learners’ source text use in summary writing

      Jiuliang Li

      • Resumen

      págs. 150-173

      

    • Salience in EFL speakers’ perceptions of formality: (In)formal greetings and address forms combined with (in)formal nouns, verbs, and adjectives

      Ivan Lasan

      • Resumen

      págs. 174-198

      

    • EFL listening, pronunciation, and teachers’ accents in the present era: An investigation into pre- and in-service teachers’ cognition

      Art Tsang

      • Resumen

      págs. 199-220

      

    • ‘Let emotion ring’: An autoethnographic self-study of an EFL instructor in Wuhan during COVID-19

      Shuwen Liu, Rui Yuan, Chuang Wang

      • Resumen

      págs. 221-241

      

    • The relative effectiveness of immediate and delayed corrective feedback in video-based computer-mediated communication

      Laia Canals, Gisela Grañena, Yucel Yilmaz, Aleksandra Malicka

      • Resumen

      págs. 242-268

      

    • Becoming a process drama practitioner: An exploratory study of higher education language teachers in Japan

      Kim Murray, José Reis Jorge, Julie-Anne Regan

      • Resumen

      págs. 269-287

      

    • L2 competence in Chinese correlative connectives: A case of discontinuous discursive formulaic sequences

      Yuan Lu

      • Resumen

      págs. 288-314

      

    • The effects of pre-task explicit instruction on L2 oral self-repair behaviour

      Michael Sadeghi, Mostafa Pourhaji

      • Resumen

      págs. 315-337

      

    • Peer assessment in EFL teacher preparation: A longitudinal study of student perception

      Jeongsoon Joh, Lia Plakans

      • Resumen

      págs. 338-362

      

    • Fluency development in an EFL setting: A one-semester study

      Timothy Doe

      • Resumen

      págs. 363-384

      

    • Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction

      Xiaolong Cheng, Lawrence Jun Zhang, Qiaozhen Yan

      • Resumen

      págs. 385-415

      

    • What characteristics of recasts facilitate accurate perception when overheard by true beginners?

      Nobuhiro Kamiya

      • Resumen

      págs. 416-449

      

    • Challenging traditional gender roles in the Arab classroom through transaction with literature

      Rawia Hayik

      • Resumen

      págs. 450-464