Young L2 learners in diverse instructional contexts

Articles in the same Issue

1. Frontmatter
2. Editorial
3. Young L2 learners in diverse instructional contexts
4. Research Articles
5. Impact of post-task explicit instruction on the interaction among child EFL learners in online task-based reading lessons
6. Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task
7. Exploring self-regulated learning behaviours of young second language learners during group work
8. Developmental trajectories of discourse features by age and learning environment
9. Implementing an oral task in an EFL classroom with low proficient learners: a micro-evaluation
10. Exploring teacher-student interaction in task and non-task sequences
11. Children learning Mongolian as an additional language through the implementation of a task-based approach
12. “Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation
13. Regular Articles
14. Defining competencies for training non-native Korean speaking teachers: a Q methodology approach
15. A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production
16. Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks
17. Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings
18. Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing
19. General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning
20. Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers
21. Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading
22. Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance
23. The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency
24. An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate
25. “I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers
26. Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners
27. Language transfer in tense acquisition: new evidence from English learning Chinese adolescents
28. A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students
29. Using automated indices of cohesion to explore the growth of cohesive features in L2 writing
30. The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)