The associations between EFL learners’ L2 class belongingness, emotion regulation strategies, and perceived L2 proficiency in an online learning context

2024-9-13

The (re)construction of the multilingual identity of a Chilean graduate student in South Korea: a narrative inquiry

2024-9-11

Investigating the A-level Chinese examination in England: teachers’ perspectives

2024-9-7

Student talk as a source for incidental vocabulary learning: what can corpora tell us?

2024-9-5

Examining gender-fair language (GFL) use in Thai language classrooms: towards equity in language pedagogy

2024-9-4

Students’ language and subject learning attitudes in CLIL secondary education

2024-8-30

‘Learning German is like … ’: how learner representations, motivational beliefs, and perceptions of public views relate to motivation for continuing German study

2024-8-28

The effects of task repetition and corrective feedback on L2 writing development

2024-8-27

The bright side and the dark side of foreign language boredom in learner engagement: a moderated mediation model of foreign language playfulness and boredom-coping strategies

2024-7-31

What difficulties do children learning English in addition to another language experience with English oral language? A systematic review

2024-7-30

Scaffolding emotional communication in an L2 discussion course: strategies for talking around the facemask

2024-7-30

Advancing the communicative language teaching agenda: what place for translanguaging in task-based language teaching?

2024-7-28

English foreign language teachers’ beliefs about adult learners’ engagement

2024-7-9

Assessing benefits: a comparative evaluation of English-Japanese online intercultural exchanges (OIE) before and during the COVID-19 pandemic

2024-7-9

Learning from the pandemic and looking into the future – the challenges and possibilities for language learning

2024-7-2

‘How anxious I am’: the effect of different online modalities on Chinese language beginners’ classroom anxiety

2024-6-26

Bridging in-class and out-of-class learning experiences: a study of learners of Chinese and Japanese in Australia

2024-6-26

Learning Irish and learning through Irish: a child’s perspective

2024-6-17

Online language learning: a relief or a curse? Examining learner anxiety and preferences for instructional modes

2024-6-14

Five decades of language learning strategy research: a bibliometric review and research agenda

2024-6-14

Self-determination across the secondary-school years: how teachers and curriculum policy affect language learners’ motivation

2024-6-1

Identity transitions, experiences, and agency: a collaborative autoethnography of Asian international TESOL doctoral students

2024-5-17

Informal learning of Japanese as a foreign language through watching anime

2024-5-17

Language variation on Arabic undergraduate degree courses in England: students’ perspectives

2024-5-15

The effects of task complexity and task sequencing on L2 performance: a systematic review

2024-5-2

Oracy skills in a digital environment: what do foreign language undergraduate students need?

2024-4-25

Factors influencing EFL teachers’ provision of oral corrective feedback: the role of teaching experience

2024-4-8

Taking communication to task once more – a further decade on

2024-2-16

Guest editorial: Language attrition – a comprehensive introduction

2024-2-5

Embracing bilingualism: L1 retention amidst L2 acquisition

2024-1-31

L2 motivation in shadow education: analysing students’ L2 learning experience in online English private tutoring

2024-1-30

Formal and informal foreign language learning at university: blurring the boundaries

2024-1-25

L2 learners’ challenges in integrated writing tasks: implications for writing teachers and developers of diagnostic assessments

2024-1-14

Overt and null subjects in Bulgarian: comparing monolingual adults and children to child heritage speakers in Germany in their use of Bulgarian

2023-12-29

Which extralinguistic factors affect written production skills in foreign language attrition? A longitudinal study of Greek learners having acquired French in a formal instructional setting

2023-12-28

Correction

2023-12-25

Carrot or parrot? An eye-tracking study on spoken word recognition in a language attrition context

2023-12-24

L1 grammatical attrition in late Spanish-English bilinguals in the UK: aspectual interpretations of present tense in Spanish

2023-12-21

Teaching sign language remotely in the COVID-19 pandemic

2023-12-20

Efficacy of clustering and switching strategies in verbal fluency tasks in a Finnish-English language attrition population

2023-12-19

The effect of semantic and physical similarity on vocabulary learning

2023-11-27

Exploring self-regulated vocabulary learning strategies, proficiency, working memory and vocabulary learning through word-focused exercises

2023-10-25

Student perspectives on improvisation as a tool for developing interactional competence: the case of Polish secondary students learning French

2023-10-22

‘Cold spots’ in language degree provision in England

2023-9-25

‘Transported into like another space’: second language learners’ perspectives of their experience of flow

2023-9-20

Guest editorial: Emotion and creativity in language learning research and teaching

2023-9-3

Expressing emotions, discussing controversial issues: a pilot study focused on veganism

2023-9-3

Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education

2023-9-1

Commonplace or exotic? A comparative mixed-method study on the instrumental work-related motivations of EFL and LOTE students

2023-8-28

EFL novice teachers’ emotions and professional development

2023-8-28