ELT Articles Alerts

Epistemic Risks and a Framework for Critical Generative AI-Mediated Reading

Is More Always More? Multimodality and Delayed Corrective Feedback in Second Language Learning

Syntactic Surprisal Effects in Second Language English Reading: Electroencephalography Evidence During Naturalistic Text Comprehension

Multifunctional Affixes in Formal Approaches

Teacher Emotions and Instructional Quality: Insights from the Global Teaching InSights Video Study (Registered Report)

Teacher Emotions and Instructional Quality: Insights from the Global Teaching InSights Video Study (Registered Report)

Self-reported digital literacy among Iranian lower-secondary EFL learners: An exploratory mixed-methods study

Assessing the effects of GenAI feedback practices on multilingual learners’ writing enjoyment and writing growth mindset: a longitudinal intervention study

Charting the landscape of L2 Chinese literacy research: A scoping review of reading and writing studies

Revisiting grammatical complexity in learner writing: Frequency vs. correlational perspectives

Decentring or deauthoritizing? How centres and non-centres can combine

Understanding classroom silence in Chinese vocational EFL education: a multi-stakeholder qualitative study

The serial mediation effect of motivated behavior, self-efficacy, and self-regulation on L2 grammar attainment: A cross-cultural study of Polish and Iranian learners

Task-based or task-supported language education? A longitudinal comparative effectiveness study of two pedagogical approaches

‘They are not really accommodating’: Willingness To Accommodate in a Medical English as a Lingua Franca context

Advancing applied linguistics: Implications for learners, classrooms, and language technologies

Marveling at the complexity of L2 development

A complex dynamic systems approach to L2 development as a metatheory of language learning and teaching

The Thinking Behind the Prompt: Evidence From Collaborative Student Problem Solving With Generative Artificial Intelligence

Ethical Considerations in Researching Digital Technologies with Young Learners YUKO GOTO BUTLER University of Pennsylvania Philadelphia, Pennsylvania, USA