| Foreign language enjoyment and anxiety: The effect of teacher and learner variables |
30 |
| Situated willingness to communicate in an L2: Interplay of individual characteristics and context |
16 |
| The seven sins of L2 research: A review of 30 journals' statistical quality and their CiteScore, SJR, SNIP, JCR Impact Factors |
15 |
| Is fluency being 'neglected' in the classroom? Teacher understanding of fluency and related classroom practices |
11 |
| A more inclusive mind towards the world': English language teaching and study abroad in China from intercultural citizenship and English as a lingua franca perspectives |
6 |
| Towards a modular language curriculum for using tasks |
6 |
| Pronunciation in foreign language classrooms: Instructors' training, classroom practices, and beliefs |
5 |
| Language teacher cognitions and intercultural language teaching: The New Zealand perspective |
5 |
| Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design |
5 |
| The impact of CLIL on pluriliteracy development and content learning in a rural multilingual setting: A longitudinal study |
5 |
| L2 fluency as influenced by content familiarity and planning: Performance, measurement, and pedagogy |
4 |
| Language learner autonomy in a tertiary context: Teachers' beliefs and practices |
4 |
| Openness to messages about English as a foreign language: Working with learners to uncover purpose to study |
3 |
| Exploring the benefits of collaborative prewriting in a Thai EFL context |
3 |
| Effects of written corrective feedback and language aptitude on verb tense accuracy |
3 |
| On self-reported use of communication strategies by CLIL learners in primary education |
3 |
| Understanding and addressing the challenges of learning computer-mediated Dynamic Assessment: A teacher education study |
3 |
| The long-term effect of explicit instruction on learners' knowledge on English articles |
3 |
| Anxiety in reading and listening English as a foreign language in Chinese undergraduate students |
3 |
| Computer-mediated textual and audio glosses, perceptual style and L2 vocabulary learning |
3 |
| A worldwide survey of MATESOL programs in 2014: Patterns and perspectives |
3 |
| Towards critical cultural and linguistic awareness in language classrooms in Norway: Fostering respect for diversity through identity texts |
3 |
| Caring and emotional labour: Language teachers' engagement with anxious learners in private language school classrooms |
3 |
| The role of input in second language oral ability development in foreign language classrooms: A longitudinal study |
2 |
| The effect of planning time on cognitive processes, monitoring behavior, and quality of L2 writing |
2 |
| Pedagogical suitability of data-driven learning in EFL grammar classes: A case study of Taiwanese students |
2 |
| Competences for democratic culture: An empirical study of an intercultural citizenship project in language pedagogy |
2 |
| The effect of learner age on the interpretation of the nonverbal behaviors of teachers and other students in identifying questions in the L2 classroom |
2 |
| Language teacher noticing: A socio-cognitive window on classroom realities |
2 |
| Incidental focus on form and the role of learner extraversion |
2 |
| The genesis of classroom discursive practices as history-in-person processes |
2 |
| Explicit instruction, input flood or study abroad: Which helps Japanese learners of English acquire adjective ordering? |
2 |
| A longitudinal study of primary school EFL learning motivation in CLIL and non-CLIL settings |
2 |
| Research in language teaching over two decades: A retrospective of the first 20 volumes of Language Teaching Research |
2 |
| Manipulating task implementation variables with incipient Spanish language learners: A classroom-based study |
2 |
| Strategic and unpressured within-task planning and their associations with working memory |
2 |
| Thirty-five years of ISLA on form-focused instruction: A meta-analysis |
2 |
| Affirming the context of instructed SLA: The potential of curricular thinking |
2 |
| Making research on instructed SLA relevant for teachers through professional development |
1 |
| Thirty-five years of ISLA on form-focused instruction: A methodological synthesis |
1 |
| Developing conceptual understanding of sarcasm in L2 English through explicit instruction |
1 |
| Chunk use and development in advanced Chinese L2 learners of English |
1 |
| Textual enhancement, grammar learning, reading comprehension, and tag questions |
1 |
| Measuring student attention in the second language classroom |
1 |
| TBLT implementation and evaluation: A meta-analysis |
1 |
| Developing a self-assessment tool for English language teachers |
1 |
| How does prior explicit knowledge affect the efficacy of explicit instruction and feedback? The case of the personal a in L2 Spanish |
1 |
| Preparing elementary readers to be critical intercultural citizens through literacy education |
1 |
| The promising potential role of intercultural citizenship in preparing mainstream teachers for im/migrant populations |
1 |
| Teaching the English article system: Definiteness and specificity in linguistically-informed instruction |
1 |
