Language learner autonomy in a tertiary context: Teachers’ beliefs and practices
来源期刊：Language Teaching ResearchDOI：10.1177/1362168817725759
The seven sins of L2 research: A review of 30 journals’ statistical quality and their CiteScore, SJR, SNIP, JCR Impact Factors
来源期刊：Language Teaching ResearchDOI：10.1177/1362168818767191
Caring and emotional labour: Language teachers’ engagement with anxious learners in private language school classrooms
来源期刊：Language Teaching ResearchDOI：10.1177/1362168817728739
Developing a self-assessment tool for English language teachers
来源期刊：Language Teaching ResearchDOI：10.1177/1362168817752543
TBLT implementation and evaluation: A meta-analysis
来源期刊：Language Teaching ResearchDOI：10.1177/1362168817744389
Teaching the English article system: Definiteness and specificity in linguistically-informed instruction
来源期刊：Language Teaching ResearchDOI：10.1177/1362168817739649
Pronunciation in foreign language classrooms: Instructors’ training, classroom practices, and beliefs
来源期刊：Language Teaching ResearchDOI：10.1177/1362168818767182
From needs analysis to task design: Insights from an English for specific purposes context
来源期刊：Language Teaching ResearchDOI：10.1177/1362168817714278
Explicit instruction, input flood or study abroad: Which helps Japanese learners of English acquire adjective ordering?
来源期刊：Language Teaching ResearchDOI：10.1177/1362168817752377
The effect of collaborative writing in an EFL secondary setting
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819829017
Focus on language versus content in the pre-task: Effects of guided peer-video model observations on task performance
来源期刊：Language Teaching ResearchDOI：10.1177/1362168817735543
Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819859921
Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819831408
Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819829026
The relationship between L2 instruction, exposure, and the L2 acquisition of a syntax–discourse property in L2 Spanish
来源期刊：Language Teaching ResearchDOI：10.1177/1362168817745714
Which segmental features matter for successful L2 comprehensibility? Revisiting and generalizing the pedagogical value of the functional load principle:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819858246
ISLA: How implicit or how explicit should it be? Theoretical, empirical, and pedagogical/curricular issues
来源期刊：Language Teaching ResearchDOI：10.1177/1362168818776674
Understanding L1 and L2 interaction in collaborative writing: A lexico-grammatical analysis:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819859911
Making research on instructed SLA relevant for teachers through professional development
来源期刊：Language Teaching ResearchDOI：10.1177/1362168818776667
Operationalizing L2 motivational self system: Improving EFL learners’ motivation through a vision enhancement program:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819846597
Thirty-five years of ISLA on form-focused instruction: A methodological synthesis
来源期刊：Language Teaching ResearchDOI：10.1177/1362168818776673
Understanding knowledge, participation and learning in L2 collaborative writing: A metacognitive theory perspective:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819837560
Connecting language proficiency to teaching ability: A meta-analysis:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819868667
A comparative study of the impact of focused vs. comprehensive corrective feedback and revision on ESL learners’ writing accuracy and quality:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819879182
Measuring student attention in the second language classroom
来源期刊：Language Teaching ResearchDOI：10.1177/1362168817713766
The position of grammar in Finnish, Dutch, and global course books for German as a foreign language
来源期刊：Language Teaching ResearchDOI：10.1177/1362168817752542
L1–L2 differences in the L2 classroom: Anticipating Anglophone learners’ difficulties with French pronoun interpretation
来源期刊：Language Teaching ResearchDOI：10.1177/1362168817739650
Introduction: A snapshot of thirty-five years of instructed second language acquisition
来源期刊：Language Teaching ResearchDOI：10.1177/1362168818776992
The effect of cognitive vocabulary learning approaches on Chinese learners’ compound word attainment, retention, and learning motivation
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819829025
Second language teachers learn to teach for social justice through community field experiences
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819868739
The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819839727
A re-examination of pair dynamics and L2 learning opportunities in collaborative writing:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819890949
Parents’ discourse on English for young learners:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819877080
One size fits all? In search of the desirable caption display for second language learners with different caption reliance in listening comprehension:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819856451
Understanding willingness to communicate in L2 between Korean and Taiwanese students
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819890825
The effect of feedback timing on L2 Spanish vocabulary acquisition in synchronous computer-mediated communication:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819832907
EFL learners’ speaking proficiency and its connection to emotional understanding, willingness to communicate and musical experience:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819891868
Academic lexical bundles in graduate-level math texts: A corpus-based expert-approved list:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819877306
Effects of increasing the degree of reasoning and the number of elements on L2 argumentative writing
来源期刊：Language Teaching ResearchDOI：10.1177/1362168818761465
L2 Spanish morphosyntactic development through collaborative writing: An analysis of mood production, text length and syntactic complexity:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819885406
The relative effect of recasts on L2 Korean learners’ accuracy development of two different forms and its relationship with language analytic ability:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819859910
Enhancing students’ English proficiency by co-teaching between native and non-native teachers in an EFL context:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819873937
The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819872859
Exploring the relationship between linguistic knowledge and strategy use in listening comprehension
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819868879
Pedagogical approaches and the role of the teacher
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819869147
Because words matter: Investigating vocabulary development across contexts and modalities:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819852976
Notes on contributors
来源期刊：Language Teaching ResearchDOI：10.1177/1362168818823374
Longitudinal research on EFL teacher professional development in (Japanese) contexts: Collaborative action research projects:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819893814
Pre-task planning and discourse cohesion: Analysis of Chinese EFL learners’ referential use in oral narratives:
来源期刊：Language Teaching ResearchDOI：10.1177/1362168819883896
Thirty-five years of ISLA on form-focused instruction: A meta-analysis
来源期刊：Language Teaching ResearchDOI：10.1177/1362168818776671
