| Flipped Learning in the English as a Foreign Language Classroom: Outcomes and Perceptions |
19 |
| Multimodality in the New Content Standards Era: Implications for English Learners |
11 |
| The Effect of Imagery and On-Screen Text on Foreign Language Vocabulary Learning From Audiovisual Input |
9 |
| The Effect of Content Retelling on Vocabulary Uptake From a TED Talk |
8 |
| Conceptualizing Writing Self-Efficacy in English as a Foreign Language Contexts: Scale Validation Through Structural Equation Modeling |
8 |
| Reconceptualizing Home and School Language: Taking a Critical Translingual Approach in the English Classroom |
8 |
| Reimagining English-Medium Instructional Settings as Sites of Multilingual and Multimodal Meaning Making |
7 |
| The Effects of International Accents and Shared First Language on Listening Comprehension Tests |
7 |
| Evolving the TESOL Teaching-Research Nexus |
7 |
| Dismantling the Ivory Tower in TESOL: A Renewed Call for Teaching-Informed Research |
7 |
| The Relationship between Social Support, Self-Efficacy, and English Language Learning Achievement in Hong Kong |
7 |
| Second Language Graduate Students' Experiences at the Writing Center: A Language Socialization Perspective |
7 |
| Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers: Applying Systemic Functional Linguistics Concepts Through Design-Based Research |
7 |
| When IDLE Hands Make an English Workshop: Informal Digital Learning of English and Language Proficiency |
6 |
| Practice What I Preach: Exploring an Experienced EFL Teacher Educator's Modeling Practice |
6 |
| Predictive Effects of Writing Strategies for Self-Regulated Learning on Secondary School Learners' EFL Writing Proficiency |
6 |
| Learning Vocabulary Through Assisted Repeated Reading: How Much Time Should There Be Between Repetitions of the Same Text? |
6 |
| Dynamic Written Corrective Feedback in Developmental Multilingual Writing Classes |
6 |
| Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English-Medium Instruction Contexts |
6 |
| Longitudinal Vocabulary Development in an EMI International School Context: Learners and Texts in EAL, Maths, and Science |
6 |
| Roles of Vocabulary Knowledge for Success in English-Medium Instruction: Self-Perceptions and Academic Outcomes of Japanese Undergraduates |
5 |
| Preservice Teachers' Developing Conceptions of Teaching English Learners |
5 |
| Constructing a Voice in English as a Foreign Language: Identity and Engagement |
5 |
| The Interrelationship Among Sexual Identity, Learning, and Sexualisation: Primary EFL Teachers' Attitudes in Cyprus |
5 |
| The Cognitive Validity of Child English Language Tests: What Young Language Learners and Their Native-Speaking Peers Can Reveal |
4 |
| Motivational Strategies and the Reframing of English: Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters |
4 |
| Spanish, Arabic, and English-Only: Making Meaning Across Languages in Two Classroom Communities |
4 |
| Translanguaging in English-Only Schools: From Pedagogy to Stance in the Disruption of Monolingual Policies and Practices |
4 |
| Breaking One Law to Uphold Another: How Schools Provide Services to English Learners with Disabilities |
4 |
| Teaching English as a Non-Imperial Language in an Underprivileged Public School in Spain |
4 |
| The Complex Relationship Between Home and School Literacy: A Blurred Boundary Between Formal and Informal English Literacy Practices of Greek Teenagers |
4 |
| Teachers' and Students' Second Language Motivational Self System in English-Medium Instruction: A Qualitative Approach |
4 |
| The Interplay Between Working Memory and Background Knowledge in L2 Reading Comprehension |
4 |
| New Contexts, New Challenges for TESOL: Understanding Disciplinary Reasoning in Oral Interactions in English-Medium Instruction |
3 |
| Navigating Authoritative Discourses in a Multilingual Classroom: Conversations With Policy and Practice |
3 |
| Choosing Words to Teach: A Novel Method for Vocabulary Selection and Its Practical Application |
3 |
| Connections Between Reading Identities and Social Status in Early Childhood |
3 |
| Comparing L1 and L2 Texts and Writers in First-Year Composition |
3 |
| The Perks of Being Peripheral: English Learning and Participation in a Preschool Classroom Network of Practice |
3 |
| Because We Are Peers, We Actually Understand: Third-Party Participant Assistance in English as a Lingua Franca Classroom Interactions |
3 |
| Enhancing EFL Learners' Willingness to Communicate With Visualization and Goal-Setting Activities |
3 |
| Mobile Augmented Reality and Language-Related Episodes |
3 |
| Exploring Epistemological Expansions of English as a Lingua Franca |
3 |
| How a Third-Grade Reading Retention Law Will Affect ELLs in Michigan, and a Call for Research on Child ELL Reading Development |
3 |
| Metacognition and Metacognitive Instruction in Second Language Writing Classrooms |
2 |
| More Like You: Disrupting Native Speakerism Through a Multimodal Online Intercultural Exchange |
2 |
| Transitioning From Master's Studies to the Classroom: From Theory to Practice |
2 |
| Exemplary Reading Teachers' Use of Instructional Scaffolds With Emergent Bilinguals: How Knowledge and Context Shape Their Choices |
2 |
| How Deeply Do Second Language Learners Process Written Corrective Feedback? Insights Gained From Think-Alouds |
2 |
| University Faculty Beliefs About Emergent Multilinguals and Linguistically Responsive Instruction |
2 |
