Language Teaching Research, Volume 29, Issue 3, Page 986-1006, March 2025.
This study investigated the effect of consistent freewriting practice on written fluency development. Thirty-nine first-year university students completed 70 10-minute freewriting activities over the course of an academic semester. Written fluency, ...

Language Teaching Research, Volume 29, Issue 3, Page 942-966, March 2025.
Translingual pedagogies have been proposed and implemented to respond to the increasing linguistic and cultural diversity in today’s classrooms. However, the findings of translingual pedagogies on English as an additional language (EAL) writing vary from ...

Language Teaching Research, Volume 29, Issue 3, Page 1094-1113, March 2025.
Peer feedback has been widely used in English as a foreign language (EFL) writing classes, but its effect is highly variable and its quality and validity are often questioned by students as well as teachers. This research aims to explore the effects of ...

Language Teaching Research, Volume 29, Issue 3, Page 1235-1263, March 2025.
To test the predictive power of the SSARC (stabilize, simplify, automatize, reconstruct, and complexify) model of pedagogic task sequencing in second language (L2) writing development, the present study explores the performance of written decision-making ...

Language Teaching Research, Volume 29, Issue 3, Page 1039-1068, March 2025.
Research on the effects of second language (L2) listening strategy instruction (SI) has gained momentum in recent years (e.g. Vandergrift & Tafaghodtari, 2010). However, the reported results have been inconclusive and varied across studies. Synthesizing ...

Language Teaching Research, Volume 29, Issue 3, Page 1139-1164, March 2025.
This study examined the impact of collaborative pre-task strategic planning followed by rehearsal on the quantity and novelty of content used in task performances when strategic planning is performed in different language conditions in an online ...

Language Teaching Research, Volume 29, Issue 3, Page 1114-1138, March 2025.
This cross-sectional study aimed to explore the nature and the patterns of lexical growth in content and language integrated learning (CLIL) and non-CLIL learners across three successive academic years. To pursue the purpose of the study a total of 110 ...

Language Teaching Research, Volume 29, Issue 3, Page 1069-1093, March 2025.
Engaging students in the second language (L2) classroom is a critical task that requires a clear understanding of the multilayered characteristics of the L2 classroom and the motivational mechanisms through which these characteristics influence student ...

Language Teaching Research, Volume 29, Issue 3, Page 1345-1371, March 2025.
As a topic of rising interest, language teacher motivation has been studied through various lenses and across different contexts over recent years. Yet, relatively scant attention has been paid to Chinese language teachers teaching overseas. Using Q ...

Language Teaching Research, Volume 29, Issue 3, Page 1189-1209, March 2025.
This study set out to examine the effectiveness of Robotics and Weblog models in improving English as a foreign language (EFL) proficiency of terminal middle and secondary school graders. Another purpose is to suggest pedagogies required to integrate ...

Language Teaching Research, Volume 29, Issue 3, Page 1007-1038, March 2025.
The present research aimed to explore the dynamic growth of two emotional constructs: foreign language enjoyment (FLE) and foreign language learning boredom (FLLB) among L2 learners. To do so, we used a method that would capture the inherent dynamicity of ...

Language Teaching Research, Volume 29, Issue 3, Page 967-985, March 2025.
Retrospective accounts of materials development in the applied linguistics literature speak to the relationship between creativity and textbook writing, but this study forges another path by examining how an expert ELT (English language teaching) textbook ...

Language Teaching Research, Volume 29, Issue 3, Page 1264-1285, March 2025.
Task design features have different effects on second language (L2) production and can be adopted for different pedagogical purposes. However, the synergistic effects of task features were left unexplored in the extant task-based literature. The present ...

Language Teaching Research, Volume 29, Issue 3, Page 1210-1234, March 2025.
This article outlines the development of a 16-item instrument for measuring language learner’s foreign language self-efficacy (SE) concerning their speaking and listening skills through repeated administrations to groups of Japanese tertiary students. ...

Language Teaching Research, Volume 29, Issue 3, Page 911-941, March 2025.
The relationship between foreign language anxiety (FLA) and foreign language enjoyment (FLE) experienced during a creative collaborative oral English-as-a-foreign-language task, and the relationships between FLE/FLA and task speech fluency were ...

Language Teaching Research, Volume 29, Issue 3, Page 1165-1188, March 2025.
This study investigates the effects of the flipped classroom approach on five aspects of written communicative competence of learners of English as a foreign language (EFL): lexis, syntax, cohesion, pragmatics, and discourse. It experimented on two groups ...

Language Teaching Research, Volume 29, Issue 3, Page 1311-1344, March 2025.
Second language (L2) writing research has demonstrated that young learners discuss linguistic issues, make use of feedback, and show a generally positive disposition toward writing tasks. However, many issues deserve further investigation. Regarding task ...

Language Teaching Research, Volume 29, Issue 3, Page 1286-1310, March 2025.
While research into various dimensions of language learning strategies has been thriving over the recent years, grammar learning strategies (GLS) have largely remained under-explored. The present mixed methods research aimed to explore GLS in the three ...

Language Teaching Research, Volume 29, Issue 3, Page 907-910, March 2025.

Language Teaching Research, Ahead of Print.
The present study examined the relationships between second language (L2) English learners’ mindfulness and their memorization/learning of figurative meaning senses of L2 phrasal verbs (PVs). One hundred and twenty Chinese university students participated ...