No. 45 (2026): January

• Committees & Journal/Issue Data

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• Introduction

  Editorial Team

  7-9

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Article

• Unpacking the relationship between L2 grit profiles and foreign language engagement among Chinese university students

  Wei Sun, Yi Yan

  11-26

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• Development and validation of a questionnaire to assess students’ perceptions of EMI degree programmes

  Anna Szczesniak, Elvira Barrios

  27-42

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• Second language pragmatic competence in digitally mediated communication: Exploring requests and refusals

  Anastasia Kulyagina, Ariadna Sánchez-Hernández

  43-58

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• A corpus-based analysis of patterned structures and semantic types used by learners of English

  Buse Uzuner, Ali Şükrü Özbay, Ceyhun Yükselir

  59-77

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• The differential impacts of domain-specific anxiety on L2 writing performance across different levels of topic familiarity

  Ning Fan, Xuan Yu

  79-93

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• How linguistic repertoires contribute to the formation of linguistic competence of Primary School preservice teachers in Asturias and Catalonia

  Ana Fernández-Viciana, Nuria Sánchez-Quintana

  95-111

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• Teacher training in CLIL: Teachers’ perceptions in a public school in Bogotá. A case study

  Patricia Bermúdez Baracaldo

  113-135

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• Motivation, trait anxiety and hope, and their relationship to academic achievement of Spanish foreign language learners: A case study in Secondary Education

  Víctor Delgado García, Presentación Ángeles Caballero-García, Álvaro Moraleda Ruano

  137-153

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• Examining English pronunciation instruction in Galician secondary education textbooks

  Celia Veiga-Pérez

  155-172

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• Found in translation: English as a decoder for financial education

  Sarah Hansen, José Luis Ortega-Martín, Francisco Rodríguez Fernández

  173-189

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• Longitudinal effect of learning environment, learner motivation, and self-regulation strategies on EFL students’ L2 achievement

  Youngmi Kim, Shinyu Oh, Tae-Young Kim

  191-214

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• Inclusion in bilingual education: Assessment of the SPI-BE scale for measuring student perceptions of inclusive practices

  José Buz, Ramiro Durán-Martínez, Eva González Ortega, Elena Martín-Pastor

  215-231

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• Assessing academic language proficiency in meaning construction in Physics-Chemistry: a bilingual educational case study

  Cristina Morilla Garcia

  233-248

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• Influence of the sociolinguistic and educational context of Gibraltar on the development of orthographic competence

  Alicia Mariscal Ríos

  249-264

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• Textbook analysis for literacy development in CLIL

  Cynthia Pimentel-Velázquez, Maria Ellison

  265-284

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• Teaching research methods in foreign language teacher training: Results from expert interviews

  Nurcihan Sönmez Genç

  285-301

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• Analysis of cultural content in Spanish as a foreign language textbooks for Chinese-speaking university students

  Zhongyi Zhao, Dimitrinka Níkleva

  303-324

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• Re-evaluating the SILL in the post pandemic times

  Zrinka Fiser, Luka Pongračić

  325-341

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Book Review

• Data-driven Learning in and out of the Language Classroom. Pérez-Paredes, P., & Boulton, A. (2025). Cambridge University Press, 102 pages, ISBN: 978-1-009-51143-8

  Jing Zhang

  343-345

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• Edited & Co-Financed

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