Journal & Article

SSCI Journal

I/F
# Journal I/F

RELC Journal

The effects of artificial intelligence-based dynamic written corrective feedback on second language writing and user sentiment. Book review: Technology-Mediated Language Teaching: From Social Justice to Artificial Intelligence by Muñoz-Basols J, Gutiérrez MF, and Crerzo L. Erratum to “Feedback practices revisited: Looking back, moving forward: An interview with professor Dana Ferris”. Generative Artificial Intelligence for Automated Qualitative Feedback: A Cross-Comparison of Prompting Strategies. Book Review: Social Network Analysis in Second Language Research: Theory and Methods by Terry Kristen Kennedy and Bayley Robert. University-level EMI students’ notetaking: How and why do they do it? Implementing Global Englishes language teaching across classroom contexts: Collaborative autoethnography. Book Review: English-Medium Instruction Pedagogy in Disciplinary Classrooms: Voices from the Ground by Xuyan Qiu and Rui Yuan. Towards Inclusive Feedback in Multilingual Writing: A Global Englishes Perspective. Exploring professional identity: The perceptions of legitimacy among Indonesian non-specialist primary school EFL teachers. A Critical Look at the ‘Literacy Craze’: Issues and Recommendations. Book Review: Q Methodology and Education by Brown, Steven R. and Diane, Montgomery. Book Review: Generative AI Technologies, Multiliteracies, and Language Education by Zapata, Gabriela C. Feedback in Writing in the Globalized Era: Perspectives, Opportunities and Challenges. Evaluating English-medium instruction through Q methodology: Insights from a business program. Writing Feedback in the English Language Teaching Classroom: The Interplay of Context, Teachers’ Beliefs and Practices. English language teachers' development of questioning skills: A study of classroom-based mentoring. From Red Pen to Algorithm: How Do L2 Learners Engage with Human and Automated Feedback? Book Review: Global Englishes and Language Policy: Implications for Curriculum and Assessment by Yusop B and and Ali K. Effects of task interactivity and willingness to communicate on speech fluency in second language learning tasks. Conventional versus standards-based prompts: which elicits more effective feedback from GenAI for EFL writing? English-as-an-additional-language teachers’ identity and receptivity to feedback inspired by Global Englishes Language Teaching: A dialogical self theory approach. Modeling the associations among language teachers’ engagement, self-efficacy, and dispositions toward loving pedagogy. In conversation with Andy Kirkpatrick: Teaching and assessing pragmatic competence in a global Englishes context. Book Review: Learner Engagement in Online Second Language Classrooms by Dao P. Negotiating teacher agency in English for Academic Purposes writing instruction: A case study of a Bangladeshi early-career teacher. Pragmatics and transcultural communication through English as a lingua franca. Assessing the impact of the Common European Framework of Reference for Languages on policy and testing practices in Thai higher education. Listening beyond comprehension: Towards a taxonomy of second language interactive listening skills. Innovation Beyond the Hype of Technology: Bringing Purpose and Impact into Practice. Academic Publishing in the Age of GenAI: Expanding the Concept of Journal Impact. Pedogogizing Identity in Language Teacher Education. Viewpoint on Pedagogizing Language Teacher Identity. From Reflection to Action: Adapting the Idiodynamic Method to Improve English-as-a-Foreign-Language Teachers’ Task-Based Language Teaching Implementation Exploring the Effects of Online Courses on Elementary Students’ Listening, Reading Abilities and Learning Anxiety. A Case for Teacher Inquiry Groups for Exploring Language Teacher Identity Constructions in Transnational Contexts. Textual Enhancement's Impact on Reading Fluency and Comprehension. Language–Subject Teacher Collaboration in English-Medium Higher Education: Current Practices and Future Possibilities. Foreign Language Teaching Anxiety Among In-Service English Teachers. Unfolding University Instructors’ Perspectives on Translanguaging Practices in English Medium Instruction at a Polish University: A Qualitative Analysis. L2 Students’ Gradeless Assessment of Digital Multimodal Composing: Unlocking Multiliteracies Through Rubric-referenced Multisource Feedback. “You are Here”: Transnational Teachers’ Becoming Between Symbolic and Sociomaterial Spaces. Essential Lecturer Competencies in English Medium Instruction: A Study Across Student Proficiency Levels. Enhancing L2 Learners’ Self-Regulated Speaking Through Digital Oral Dialogue Journaling: An EFL Classroom-based Study. Empowering Language Learners: Redefining Authentic Resources Through Community Engagement. Pre-service Language Teachers’ Task-specific Large Language Model Prompting Practices. Pedagogizing Identity: Why it Matters, and Where do we go from Here? Reshaping Language Learners’ Languaging Habitus: A World-Englishes-Informed Critical Pedagogy. Note-taking in Academic Listening: A Translanguaging Perspective. Pedagogizing the Affective Dimension of Language Teacher Identity Through Critical Emotional Reflexivity.