Language Learning Journal

L2 learners’ perceptions of grammar: the case of JFL learners in the UK

CLIL-ised EMI in practice: issues arising

Production of English connected speech processes: an assessment of Cantonese ESL learners’ difficulties obtaining native-like speech

English language teachers’ self-efficacy beliefs for grammar instruction: implications for teacher educators

Pre-learning vocabulary before viewing captioned video: an eye-tracking study

Making academic vocabulary count through strategic deployment in oral presentations by Chinese students of English

Anxiety reduction sessions in foreign language classrooms

Deprescriptivising folk theories: critical multilingual language awareness for educators in Pakistan

Exploring South African Foundation Phase teachers’ understanding, skills and training needs in the teaching of phonological awareness

Student perceptions on the motivational pull of Teaching Proficiency through Reading and Storytelling (TPRS): a self-determination theory perspective

The effects of strategic planning and rehearsal on second language group discussion task performance

Long-term impact of four intercultural citizenship projects in the higher education foreign language classroom

Who is the effective teacher? Perceptions of early career English teachers in Israel

The carousel-style lesson: an effective intervention to enhance motivation and the learning of foreign languages at primary school

The effects of contexts on the acquisition of oral lexical ability in English as a foreign language

Changes in self-perceived willingness to communicate during visits to Second Life: a case study

Estimating CEFR reading comprehension text complexity

Belief and knowledge construction among modern foreign language teacher trainees

Stimulating language awareness in the foreign language classroom: exploring EFL teaching practices

Re-examining the impact of study abroad on L2 development: a critical overview

The impact of university-based teacher education on EFL teachers’ self-efficacy: the case of bachelor and master programmes in Iran

Developing the ideal multilingual self in the era of global English: a case in the Japanese context

Negotiating professional identities in teaching language abroad: an inquiry of six native Chinese teachers in Britain

Teachers’ perceptions of learner engagement in L2 classroom task-based interaction