No. 40 (2023): June

• Committees & Journal/Issue Data

  • PDF

• Introduction

  Editorial Team

  • PDF

Articles

• Bridging assessment and learning: A cognitive diagnostic analysis of a large-scale Spanish proficiency test

  Mengmeng Wang

  9-24

  • PDF

• Washback on speaking and spoken interaction: teachers’ perceptions in the FAL classroom

  María Dolors Cañada Pujols, Alba Milà-Garcia

  25-39

  • PDF

• A cross-sectional investigation of the use of modal verbs in Chinese EFL learners’ English writing

  Xia Gao

  41-55

  • PDF

• EFL teachers’ writing assessment literacy: Surveying teachers’ knowledge, beliefs, and practises in China

  Fanrong Weng

  57-74

  • PDF

• Written languaging, reformulation and EFL learners’ writing accuracy

  Ehsanollah Azimian, Dr. Afsar Rouhi, Dr. Jafarigohar

  75-91

  • PDF

• Out-of-school contact with L2 English across four educational levels

  Rosa Alonso

  93-112

  • PDF

• Audiovisual translation: A reception study on Bilingual child language brokers’ linguistic and cultural competences

  Mercedes Enríquez-Aranda, Inma Mendoza García

  113-130

  • PDF

• Tests for the assessment/correlation of pragmatic and grammatical competence in Sino-Spanish speaking students of Spanish

  Isabel Gibert Escofet, Mar Gutiérrez-Colón

  131-142

  • PDF (Español (España))

• Teaching competencies of ELE teachers at Instituto Cervantes: competency profile and type of contract

  Pablo Martínez Gila, Manas Iban, Marilisa Birello

  143-151

  • PDF (Español (España))

• Qualitative insights and a first evaluation tool for teaching with cognitive discourse function: “comparing” in the CLIL science classroom

  Pilar Gerns

  161-179

  • PDF

• Educating for global citizenship and peace through awakening to languages: A study with institutionalised children

  Vera Silva, Mónica Lourenço

  181-197

  • PDF

• Multiliteracies for adult language learners: a narrative review

  Lorena García-Barroso, M.Carmen Fonseca

  199-213

  • PDF

• The effect of online English learners’ perceived teacher support on self-regulation mediated by their self-efficacy

  Yanping Rui, Tao Liu

  215-233

  • PDF

• Why do students choose EMI courses? An analysis of their motivational drives

  Iratxe Serna-Bermejo, David Lasagabaster Herrarte

  235-252

  • PDF

• The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate

  Yunxian Guo, Yongliang Wang, José Luis Ortega-Martín

  253-273

  • PDF

• Investigating the relationship between EFL learners’ engagement and their achievement emotions

  Farzaneh Shakki

  275-294

  • PDF

Book review

• Individual Differences in Computer Assisted Language Learning Research. Mirosław Pawlak & Mariusz Kruk (eds.) (2023). Routledge, pages144. ISBN: 978-1-03214-588-4

  Rui Li

  295-296

  • PDF

• Digital games in language learning: Case studies and applications. Mark Peterson & Nasser Jabbari (eds.) (2023). Routledge, pages 183. ISBN: 978-1-032-14597-6

  Rui Li

  297-298

  • PDF

• New perspectives on material mediation in language learner pedagogy. LaScotte, D. K., Mathieu, C. S., David, S. S. (Ed.) (2022). Springer, Cham, 286 pages, ISBN: 978-3-030-98115-0

  Yingying Chen

  299-300

  • PDF

• Escaping Boredom in the Classroom. Breakouts, Breakout Boxes and Escape Rooms. Armie, M. and Membrive, V. (Eds.) (2022). Cambridge Scholars Publishing, Newcastle Upon Tyne, 338 pages. ISBN: 978-1-5275-7775-6

  Peter Bannister

  301-302

  • PDF

• Paisaje lingüístico: cambio, intercambio y métodos. Mercedes de la Torre García y Francisco Molina-Díaz (eds.) (2022). Berlín: Peter Lang GmbH, 210 páginas, ISBN: 978-36-3186-524-8

  Jingyuan Hu

  303-304

  • PDF (Español (España))

• The Routledge handbook of second language acquisition and technology. Ziegler, N. & González-Lloret, M. (Eds.) (2022). Routledge, New York and London, 409 pages, ISBN: 978-1-351-11758-6

  Qiao Zhou, Huangyang Xiao

  305-307

  • PDF

• Research Methods in Vocabulary Studies. Philip Durrant, Anna Siyanova-Chanturia, Benjamin Kremmel, & Suhad Sonbul (2022). Amsterdam/Philadelphia: John Benjamin Publishing Company, 341 pages, ISBN: 9789027211088

  Sheng Yan

  308-309

  • PDF

• Perspectives and Good Practices in English Language Teacher Training. Alonso, I. & Criado, R. (Coords.), Luque, G. & Torres, L. (2022). Editorial Síntesis, 180 pages, ISBN: 978-84-1357-163-8

  Lidia Mañoso-Pacheco

  310-312

  • PDF

• English language teaching: Policy and practice across the European Union (1st Edition). Lee McCallum, Gateway East, Singapore: Springer Nature (2022), 357 pages, ISBN: 978-981-19-2151-3

  Lei Yang

  313-314

  • PDF

• Camino al español: A Comprehensive Course in Spanish. De Andrés Martínez, C., Bonelli, N., Cook, C., & Trippet, A. (2nd ed.) (2023). Cambridge University Press, 645 páginas. ISBN: 978-1-108-75080-6

  Cristina Rodríguez García

  315-316

  • PDF (Español (España))

• A Critical Analysis of Theoretical Concepts, Jim Cummins, Bristol, UK; Blue Ridge Summit, PA: Multilingual Matters, (2021), 464 pages, ISBN-13: 978-1-80041-357-3

  Ziwen Pan, Yongliang Wang

  317-320

  • PDF

• Back Cover

  • PDF