Frontmatter

Articles in the same Issue

1. Frontmatter
2. Research Articles
3. Unpacking the positioning of being “disengaged” and “disrespectful” in class through nexus analysis: an international student’s navigation of institutional and interactional university norms
4. Assessing English language learners’ collocation knowledge: a systematic review of receptive and productive measurements
5. The role of awareness in implicit and explicit knowledge
6. Intensity of CLIL exposure and L2 motivation in primary school: evidence from Spanish EFL learners in non-CLIL, low-CLIL and high-CLIL programmes
7. Promoting young EFL learners’ oral production through storytelling: coursebook adaptation in the Vietnamese classroom
8. Applying embodied meaning of spatial prepositions and the Principled Polysemy model to teaching English as a second language: the case of to and on
9. The impact of guessing and retrieval strategies for learning phrasal verbs
10. Unraveling the differential effects of task rehearsal and task repetition on L2 task performance: the mediating role of task modality
11. Examining L2 studentsʼ development of global cohesion and its relationship with their argumentative essay quality
12. The construct of integrated group discussion (IGD) among undergraduate students: to what extent does group discussion performance reflect performance on IGD tasks?
13. Discipline-specific attitudinal differences of EMI students towards translanguaging
14. Relationship between second language vocabulary knowledge and vocabulary learning strategy use: a meta-analysis of correlational studies
15. Evaluative language in undergraduate academic writing: expressions of attitude as sources of text effectiveness in English as a Foreign Language
16. Investigating optimal spacing schedules for incidental acquisition of L2 collocations
17. The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender
18. Integrated instruction of Appraisal Theory and rhetorical moves in literature reviews: an exploratory study
19. Scaffolding in genre-based L2 writing classes: Vietnamese EFL teachers’ beliefs and practices
20. Exploring the professional role identities of English for academic purposes practitioners: a qualitative study
21. The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance
22. Teacher behaviour and student engagement with L2 writing feedback: a case study
23. The effect of an intervention focused on academic language on CAF measures in the multilingual writing of secondary students
24. Which approach best promoted low-proficiency learners’ listening performance: metacognitive, bottom-up or a combination of both?
25. Enhancing young EFL learners’ written skills: the role of repeated pre-task planning
26. The mediating roles of resilience and motivation in the relationship between students’ English learning burnout and engagement: a conservation-of-resources perspective
27. Student and teacher beliefs about oral corrective feedback in junior secondary English classrooms
28. The effects of context, story-type, and language proficiency on EFL word learning and retention from reading