ELT Articles Alerts

Emotions and Perceived Cognitive Effort in Short-Term Revision Following Written Corrective Feedback Among Beginning-Level Learners in Lower Secondary School Classrooms

Professional development of mentor teachers in school-based teacher education: a social network perspective

Collaborative EMI * Rethinking how universities organise teaching through English Jim McKinley and Heath Rose University College London | University of Oxford

Unpacking the affordances of teacher-created translanguaging notes for second-language learning motivation in an English- medium-instruction classroom

It takes a village: Feedback providers and multilingual graduate students’ writing self-perceptions

The Effects of Glosses on Vocabulary Acquisition During Reading Activities: Evidence from Eye-Movement, Textual, and Learner-Related Factors

Empowering teachers by integrating inter- and intrapersonal attributional perspectives: How teachers’ attributions and responsibility shape their emotions and classroom interventions

Closing early vocabulary gaps: A meta-analysis of interventions for children facing elevated risk for challenges in language development

Analyzing Grammatical Complexity in Second Language English Development: A Linguistically Grounded Approach

Teacher Use of Silence in Elementary Education

Skilled reading in a second language: Core reading processes, L2 proficiency and first-language background

Teacher Talk in Multidialectal Classrooms

Different voices of silence: a Q methodology study of teachers’ perceptions on silence in the classroom

Defining early career teachers: examining the Australian policy context to better support a rapidly diversifying phase

Breaking the silence: understanding teachers’ use of silence in classrooms

Towards a typology of silence

The effect of contextual richness on L2 learners’ processing and incidental acquisition of nonliteral English phrasal verbs: An eye-tracking study

Posting the prohibition: “no bill-posting” as performative urban governance in Hong Kong’s linguistic and semiotic landscape

Equipping L2 Teachers for Linguistic Justice in the Age of Generative AI: A Generative-Curator Heuristic