| Understanding Chinese high school students' Foreign Language Enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment scale |
18 |
| How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? |
15 |
| The research trends and contributions of System's publications over the past four decades (1973-2017): A bibliometric analysis |
11 |
| Vocabulary for listening: Emerging evidence for high and mid-frequency vocabulary knowledge |
11 |
| A systematic review of language learner strategy research in the face of self-regulation |
11 |
| Exploring the L2 selves of senior secondary students in English private tutoring in Hong Kong |
10 |
| Language learning strategy research in System: Looking back and looking forward |
10 |
| Affective variables and willingness to communicate of EFL learners in in-class, out-of-class, and digital contexts |
9 |
| Language learning motivation in China: An exploration of the L2MSS and psychological reactance |
9 |
| Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching |
9 |
| Comparing the quality of collaborative writing, collaborative prewriting, and individual texts in a Thai EFL context |
9 |
| Understanding primary school students' use of self-regulated writing strategies through think-aloud protocols |
8 |
| From EFL to EMI: The evolving English learning motivation of Mainland Chinese students in a Hong Kong University |
8 |
| Language teacher education in system |
8 |
| L2 Motivational Self System, international posture and competitiveness of Korean CTL and LCTL college learners: A structural equation modeling approach |
7 |
| A longitudinal investigation of parental social-economic status (SES) and young students' learning of English as a foreign language |
7 |
| Emotions as agency: Feeling rules, emotion labor, and English language teachers' decision-making |
7 |
| The effects of feedback explicitness and type of target structure on accuracy in revision and new pieces of writing |
7 |
| What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment |
7 |
| Emotions in classroom language learning: What can we learn from achievement emotion research? |
7 |
| Twenty-five years of research on oral and written corrective feedback in System |
7 |
| Task modality and pair formation method: Their impact on patterns of interaction and LREs among EFL primary school children |
7 |
| The relationship between English language learners' motivation and online self-regulation: A structural equation modelling approach |
7 |
| Motivation to learn Japanese as a foreign language in an English speaking country: An exploratory case study in New Zealand |
6 |
| Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning |
6 |
| I think that is a better way to teach but ... : EFL teachers' conflicting beliefs about grammar teaching |
6 |
| Young EFL learners' processing of multimodal input: Examining learners' eye movements |
6 |
| Written corrective feedback from an ecological perspective: The interaction between the context and individual learners |
6 |
| 'If they are going to university, they are gonna need a language GCSE': Co-constructing the social divide in language learning in England |
6 |
| Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong |
6 |
| Getting interested: Developing a sustainable source of motivation to learn a new language at school |
6 |
| Online informal learning of English through smartphones in Slovenia |
6 |
| Stressors, personality and wellbeing among language teachers |
6 |
| Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs |
6 |
| Relevance of goal theories to language learning research |
5 |
| The effects of pre-task explicit instruction on the performance of a focused task |
5 |
| Self-determination for all language learners: New applications for formal language education |
5 |
| The role of phonological awareness and phonetic radical awareness in acquiring Chinese literacy skills in learners of Chinese as a second language |
5 |
| L2 development in an intensive Study Abroad EAP context |
5 |
| Task complexity, modality, and working memory in L2 task performance |
5 |
| Assessing the influence of socio-economic status on students' performance in Content and Language Integrated Learning |
5 |
| To talk or not to talk: A review of situational antecedents of willingness to communicate in the second language classroom |
5 |
| Chinese as a second language teachers' cognition in teaching intercultural communicative competence |
5 |
| Understanding Chinese language teachers' beliefs about themselves and their students in an English context |
5 |
| Understanding Vietnamese college students' self-efficacy beliefs in learning English as a foreign language |
5 |
| Songs, stories, and vocabulary acquisition in preschool learners of English as a foreign language |
5 |
| Collaborative writing in the EFL classroom: The effects of L1 and L2 use |
5 |
| Oral language learning in a foreign language context: Constrained or constructed? A sociocultural perspective |
5 |
| English language learners' use of self-regulatory strategies for foreign language anxiety in China |
4 |
| Teaching English pronunciation to multi-dialect first language learners: The revival of the Lingua Franca Core (LFC) |
4 |
