Triadic oral peer feedback: Does EFL learners' L2 proficiency pairing play a role?
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 42, doi. 10.1111/ijal.12598
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- Article
Works matching IS 08026106 AND DT 2025 AND VI 35 AND IP 1
Results: 30
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Differences in interaction strategy use between L1 and L2 group discussions of primary school students.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 21, doi. 10.1111/ijal.12597
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- Article
3
Chinese learners' Swahili learning motivational trajectories.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 3, doi. 10.1111/ijal.12596
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4
Report by Grégory Miras as AILA ReN coordinator.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 523, doi. 10.1111/ijal.12695
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- Article
5
"English is important, but perfect English is not": The disjuncture between the IELTS and language experiences from the perspectives of international students in Australia.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 503, doi. 10.1111/ijal.12633
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- Article
6
Does the attractiveness of K‐culture shape the enjoyment of foreign language learners of Korean?
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 486, doi. 10.1111/ijal.12632
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7
"Doing reviews is an unpaid service": Why female Chinese novice applied linguistics researchers choose to participate in the peer review process.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 472, doi. 10.1111/ijal.12631
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8
Toward a synergistic framework of investment and motivation: Bridging imagined identities and English learning of Chinese university students.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 457, doi. 10.1111/ijal.12630
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9
Chinese English‐as‐a‐foreign‐language learners' directed motivational currents for high‐stakes English exam preparation.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 436, doi. 10.1111/ijal.12629
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10
Circular applied linguistics: A model for impactful, inclusive, and sustainable research.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 420, doi. 10.1111/ijal.12628
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- Article
11
Exploring EFL learners' need satisfaction, need frustration, and their motivational change in a blended English learning environment.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 400, doi. 10.1111/ijal.12627
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12
Variation in phrase frame structure and function in argumentative writing by EFL learners across different L1 backgrounds.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 380, doi. 10.1111/ijal.12625
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13
Understanding EFL teacher identity and identity tensions in a Chinese university context.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 363, doi. 10.1111/ijal.12622
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- Article
14
Investigating EFL teacher agency in instructional practice of blended learning in Chinese higher education: An activity theory perspective.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 344, doi. 10.1111/ijal.12621
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- Article
15
Exploring the interplay between enjoyment, anxiety, ideal self, and willingness to communicate in EMI higher education.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 325, doi. 10.1111/ijal.12620
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16
Influential sociocultural factors on teacher agency in times of educational change: Reflection from a Southeast Asian context.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 308, doi. 10.1111/ijal.12619
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- Article
17
Revisiting and measuring foreign language confidence from a World Englishes perspective: Scale development and validation.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 291, doi. 10.1111/ijal.12618
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18
A cross‐linguistic approach to investigating metacognitive regulation in writing among Chinese EFL learners: Insights for its trait/state distinction.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 274, doi. 10.1111/ijal.12615
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19
Social presence and other individual differences in asynchronous English communication.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 257, doi. 10.1111/ijal.12614
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- Article
20
Exploring Chinese as a second language learners' motivational factors: Influence of selves and contexts.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 235, doi. 10.1111/ijal.12613
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21
Effects of pair work and individual work on paired‐associate vocabulary learning in an EFL context.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 218, doi. 10.1111/ijal.12610
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22
Revisiting the validity of the vocabulary learning strategies questionnaire using the confirmatory composite analysis (CCA): Setting new directions for the field.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 193, doi. 10.1111/ijal.12609
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23
Effect of localized task‐based language teaching on Chinese secondary school English learners' oral production in examination‐oriented contexts.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 168, doi. 10.1111/ijal.12608
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24
Foreign language enjoyment overcomes anxiety and boredom to boost oral proficiency in the first year of English foreign language learning.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 152, doi. 10.1111/ijal.12607
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25
Unveiling the complexity of L2 learners' emotions and emotion regulation: A retrodictive qualitative modeling study.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 134, doi. 10.1111/ijal.12606
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26
The relationship between receptive and productive knowledge of L2 English collocations.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 109, doi. 10.1111/ijal.12605
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27
Exploring the acceptance of generative artificial intelligence for language learning among EFL postgraduate students: An extended TAM approach.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 91, doi. 10.1111/ijal.12603
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28
Hedges and boosters in L2 (Czech) Master's theses and published research articles: A contrastive analysis.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 73, doi. 10.1111/ijal.12602
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29
Effects of peer familiarity on Chinese English learners' L2 learning in collaborative writing.
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- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 57, doi. 10.1111/ijal.12600
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30
Issue Information.
- Published in:
- International Journal of Applied Linguistics, 2025, v. 35, n. 1, p. 1, doi. 10.1111/ijal.12565
- Publication type:
- Article