No. 41 (2024): January

• Committees & Journal/Issue Data

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• Introduction

  Editorial Team

  7-9

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Articles

• (Inter)cultural content in Spanish as a non-native language textbooks

  María Dolores López-Jiménez

  11-26

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• Collaborative writing, written corrective feedback and motivation among child EFL learners

  Ruth Milla, María del Pilar García-Mayo

  27-43

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• Vocabulary learning strategies of university students: The case of preparatory year students and English major students

  Abdullah Al Fraidan, Ibrahim Fakhli

  45-63

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• Analysing the oral performance of EFL learners in the testing and the laboratory contexts

  Beatriz Santana Perera, Patricia Arnaiz Castro

  65-78

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• Development of an instrument for measuring Spanish vocabulary knowledge

  Hou Keat Khong, Muhammad Kamarul Kabilan

  79-95

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• The effects of cognitive-based instruction and assessment on figurative constructions comprehension and production: a case study

  Beatriz Martín-Gascón

  97-117

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• Development of written language in Spanish as a foreign language in the context of autonomous study

  Jing Li

  119-136

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• Language learning motivation in multilingual CLIL

  Leah Geoghegan

  137-151

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• Working hard, working smart and working consistently: Towards conceptualising and measuring foreign language tenacity

  Athip Thumvichit

  153-171

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• Internal validation of the English test of the EvAU in the Community of Madrid

  Miguel Fernández Álvarez, Judit Ruiz-Lázaro, Jesús García Laborda

  173-188

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• Associating speaker variables with English pronunciation ratings in Spanish tertiary education

  Mateusz Pietraszek

  189-207

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• Methodologies and challenges of teaching Spanish as a foreign language to immigrant students with linguistic handicap in the Spanish educational system

  Imad Boussif, Andrés Escarbajal Frutos, Francisco Javier Ibáñez-López

  209-224

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• Effect of language learning strategies on vocabulary development in CLIL

  Barbora Reynaert

  225-240

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• Probing the bond between EFL teachers’ emotional literacy skills and professional development

  Farhad Ghiasvand, Akbar A. Jahanbakhsh, Maryam Kogani

  241-257

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• A rubric model to analyse CLIL textbooks in Primary Education

  Andrea Ornia Noriega, Alberto Fernández Costales, Fernando Herce Sánchez

  259-277

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• Differences between phonological and orthographic vocabulary knowledge among L1-Spanish learners of English as a foreign language

  Martín Aoiz Pinillos

  279-296

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• Engaging audiences in the digital age: A proposal for students’ training in multimodal literacies using YouTube research dissemination videos

  Carolina Girón-García, Edgar Bernad-Mechó

  297-312

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• Anxiety and use of cognitive emotion regulation strategies within the foreign language classroom

  Patricia Ayllón Salas, Alicia Olmo Espinosa, Francisco D. Fernández Martín

  313-325

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Book review

• Using Digital Portfolios to Develop Students’ Writing: A Practical Guide for Language Teachers. Lam, R., & Moorhouse, B., L. (2022) Abingdon, Routledge, 167 pages, ISBN: 978-1-032-28240-4

  Masoomeh Estaji, Farhad Ghiasvand

  327-329

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• Teacher Well-Being in English Language Teaching: An Ecological Approach. Herrera, L. J. P., Martínez-Alba, G., & Trinh, E. (Ed.) Routledge, New York, 270 pages, Print ISBN: 978-1-032-32419-7, eText ISBN: 978-1-003-31493-6.

  PanPan Zhang

  331-332

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• Paradigmas lingüísticos en la enseñanza y aprendizaje de lenguas. Soto Aranda, B., Penas Ibáñez, M. A., Ivanova, O. (2023). Síntesis, 262 páginas, ISBN: 978-8-413-57244-4

  Beatriz Méndez Guerrero

  333-334

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• Integrating content and language in higher education: Developing academic literacy. Mark Brooke. (2022). Springer Singapore, 252 pages, ISBN: 978-981-19-4558-8 (Hardcover), 978-981-19-4559-5 (eBook)

  Zhonghui Huang, Chili Li

  335-337

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• L2 Pragmatic Competence in Chinese EFL Routines. Yuqi Wang (2023) Singapore, Springer, 144 pages, ISBN 978-981-19-6351-3

  Bowen Deng

  339-341

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• Edited & Co-Financed

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