Adapting EFL materials and its influences on Indonesia secondary school students’ language learning

2024-9-11

Syntactic priming in the classroom: using narratives to prime L2 arabic speakers

2024-8-22

The interplay among Chinese EFL teachers’ enthusiasm, engagement, and foreign language teaching enjoyment: a structural equation modelling approach

2024-8-15

Collaborative inquiry in action: a case study of lesson study for intercultural education

2024-8-8

Exploring global linguistic nuances: analyzing region-specific inflectional morpheme frequency in ICNALE

2024-8-1

Influence of enhanced self-efficacy on English performance through English medium instruction: a mixed methods research

2024-7-29

Examining the impact of multimodal task design on English oral communicative competence in fourth-grade content-language integrated social studies: A quasi-experimental study

2024-7-15

Identifying inclusive training needs with the inclusive practices in English language teaching observation scale

2024-7-8

Students’ affective engagements in peer feedback across offline and online English learning environments in Thai higher education

2024-7-1

Examining the roles of spiritual motivation, religiosity, and L2 WTC in English

2024-6-25

Exploring Iranian EAP teachers’ well-being: an activity theory perspective

2024-6-22

Collaborative listening using multimedia through metacognitive instruction: a case study with less-skilled and more-skilled EFL learners

2024-6-15

School principals’ instructional leadership as a predictor of teacher’s professional development

2024-6-13

Relocating from EFL to EMI: a case study on L2 learning motivation of English major students in a transnational university in China

2024-6-7

Exploring the direct and indirect effects of EFL learners’ online motivational self-system on their online language learning acceptance: the new roles of current L2 self and digital self-authenticity

2024-6-1

The impact of mobile learning in English language classrooms in Pakistan

2024-5-22

Exploring EFL learners’ actions during the use of lecture materials in Chinese tertiary classrooms from a transactional view

2024-5-20

Emotional and motivational intelligence in Ethiopian high school learners' writing performance in relation to gender differences

2024-5-15

Using social media platform X to enhance student medical English learning: an attempt based on design-based research (DBR) in a medical English for specific purposes (ESP) course

2024-5-6

Exploring the typology of reasoning influencing university teachers’ language teaching and learning strategies

2024-5-3

Perceived need for a teacher education course on assessment literacy development: insights from EAP instructors

2024-5-2

Exploring the status of argumentative essay writing strategies and problems of Iranian EFL learners

2024-5-1

Integrating 5E Model with Planned-Incidental Grammar Teaching Approach to enhance grammar competency of eighth-grade Odia medium school students, in a time-sensitive manner

2024-4-25

Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidents

2024-4-15

The effects of interactionist versus interventionist dynamic assessment models on Iranian EFL learners’ speaking sub-skills: a mixed-method study

2024-4-8

Enhancing English comprehension: a UbD mind walker intervention for remote upper-grade elementary students

2024-4-5

On the portrayal of indigenous peoples in English language teaching coursebooks used in Chile: a critical visual literacy/socio-semiotic study

2024-4-2

A longitudinal qualitative study on Iranian university lecturers' identity reconstruction during the COVID-19 pandemic through text-mining: a dynamic approach

2024-3-18

"An L2 Education without Love is not Education at All": a phenomenographic study of undergraduate EFL students’ perceptions of pedagogical love

2024-3-11

Anxiety-provoking factors in consecutive interpreting: a qualitative study of Iranian student interpreter trainees

2024-3-8

Reflective thinking and self-evaluation in language learning: mirroring the impacts on Saudi Arabian EFL students’ growth mindfulness, resilience, and academic well-being

2024-3-7

Nurturing multiculturalism in Iranian EFL teacher education: an in-depth scrutiny of experts’ and teachers’ perceptions

2024-3-6

Bold techno competence in language learning: a study on the effects of efficacy of workshops in decreasing technostress and boosting academic enjoyment, autonomy, and language achievement

2024-3-5

Developing engineering students’ engagement in academic writing classes using corpus-based instruction

2024-3-4

Unveiling emotional experiences: a phenomenological study of emotional labor in expatriate EFL teachers

2024-3-2

Measuring academic self-efficacy and learning outcomes: the mediating role of university English students' academic commitment

2024-3-1

Unveiling vocabulary teaching and learning beliefs of teachers and learners in an EFL context

2024-2-29

Adopting Gartner’s hype cycles to investigate the lifespan of computer assisted language learning from EFL learners' perspectives

2024-2-28

ADHD learners as victims or survivors in L2 learning contexts: a case of application of dynamic assessment to selective attention and reading comprehension ability

2024-2-22

A step toward effective language learning: an insight into the impacts of feedback-supported tasks and peer-work activities on learners’ engagement, self-esteem, and language growth

2024-2-19

Perceptions of Afghan EFL undergraduate learners towards autonomous learning

2024-2-15

Which one? Technology or non-technology-assisted vocabulary learning: a probe into the state of academic buoyancy, creativity, and academic achievement

2024-2-12

Iranian EFL teachers’ self-efficacy: structural equation modeling of the consequences

2024-2-8

Impact of the online Stoodle software program on Iranian EFL teachers’ autonomy, creativity, and work engagement

2024-2-8

Enhancing English writing competence in higher education: a comparative study of teacher-only assessment versus teacher and student self-assessment approaches

2024-2-5

Integrating positive psychology into an English as a foreign language teacher education program

2024-2-1

Portfolio assessment among upper-intermediate learners: effects on learners’ willingness to communicate, grit tendencies, and motivation

2024-1-30

Performance-based assessment in virtual versus non-virtual classes: impacts on academic resilience, motivation, teacher support, and personal best goals

2024-1-29

The role of teacher assessment literacy in job stress and job burnout in EFL contexts: a mixed-methods investigation

2024-1-22

An investigation into the motivation and attitudes of Japanese students toward learning English: A case of elementary and junior high school students

2024-1-19