The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2017.1394307
English medium instruction in higher education in Asia-Pacific: from policy to pedagogy
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2019.1566912
‘Speaking French alive’: learner perspectives on their motivation in Content and Language Integrated Learning in England
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2017.1314483
Pupils’ reflections on the primary to secondary school transition with reference to modern language learning: a motivational self-system perspective
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2018.1424172
Process drama as a tool for teaching modern languages: supporting the development of creativity and innovation in early professional practice
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2017.1281928
Enhancing L2 learners’ ZPD modification through computerized-group dynamic assessment of reading comprehension
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2017.1286350
Teaching second language reading comprehension: the effects of classroom materials and reading strategy use
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2017.1364252
Exploiting adventure video games for second language vocabulary recall: a mixed-methods study
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2017.1359276
Not to be overlooked: agency in informal language contact
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2018.1433182
Raising intercultural awareness through voice-based telecollaboration: perceptions, uses, and recommendations
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2018.1533017
Teacher autonomy development through reading teacher research: agency, motivation and identity
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2018.1442471
Approaches to teaching in the multi-level language classroom
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2017.1397158
Increasing peer collaborative dialogue using a flipped classroom strategy
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2018.1455688
Teachers’ use of motivational strategies: effects of a motivation-oriented professional development course
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2017.1422255
On the possible interactions of varied EFL activities and learning styles with EFL students’ motivational changes
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2017.1420654
Taiwanese EFL undergraduates’ self-regulated learning with and without technology
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2016.1264076
The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: a multiple case study
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2019.1675667
Guided listening with listening journals and curated materials: a metacognitive approach
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2017.1381104
Scaffolding talk in EAP lessons: an examination of experienced teachers’ practices
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2018.1466892
Developing self-coaching skills in university EFL classrooms to encourage out-of-class study time
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2017.1378659
‘Cognitive aging’ in teachers: L2 teachers’ cognitive performance across various stages in their teaching career
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2018.1466893
The development of a metaphoric competence. A didactic proposal of educational innovation
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2018.1466891
Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2019.1707205
Reading in Pairs, description and results of a peer tutoring program for English as a foreign language
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2018.1462370
A comparative study of the effects of teacher-initiated planned preemptive and reactive focus on form on L2 learners’ accuracy in narrative writing
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2017.1361959
Fluctuations in an EFL teacher’s willingness to communicate in an English-medium lesson: an observational case study in Japan
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2017.1375506
The role of redressing teachers’ instructional feedback interventions in EFL learners’ motivation and achievement in distance education
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2019.1654482
Gamifying the flipped classroom: how to motivate Chinese ESL learners?
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2019.1614185
Learner and teacher autonomy in higher education: Perspectives from modern language teaching
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2019.1566909
Language teacher metacognition: beyond the mirror
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2019.1675666
The effect of shadow reading and collaborative strategic reading on EFL learners’ reading comprehension across two proficiency levels
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2018.1465059
Plurilingualism and using languages to learn languages: a sequential approach to deal effectively with language diversity*
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2019.1662423
Learning digital literacies through experiential digital storytelling in an EAL context: an exploratory study
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2019.1659278
Individual, parental and teacher support factors of self-regulation in Japanese students
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2018.1468761
Examining L2 teachers’ critical incidents: a complexity theoretic perspective
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2019.1676755
Motivation as individual differences and task conditions from a regulatory focus perspective: their effects on L2 Korean speech performance
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2019.1652614
‘No chance to speak’: Developing a pedagogical response to turn-taking problems
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2019.1687709
Development and implementation of online Dutch L2 courses in adult education: educators’ and providers’ perceptions of constraints and critical success factors
来源期刊：Innovation in Language Learning and TeachingDOI：10.1080/17501229.2018.1462369
