No. 42 (2024): June

• Committees & Journal/Issue Data

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• Introduction

  Editorial Team

  9-10

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Articles

• Improvement of English written comprehension through project-based learning in Early Childhood Education Degree students

  Antonio Daniel Juan Rubio

  11-26

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• Quality factors of an English as a Medium of Instruction program associated with students’ satisfaction

  José L. Arco-Tirado, Francisco D. Fernández-Martín, Manuel A. Berrio-Gutiérrez

  27-41

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• Early language learning. A bibliometric analysis of the most influential articles (2010-2022)

  Natalia Martínez León, Pilar Valderrama-Baca, Fernando Trujillo Sáez

  43-71

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• In the future I will use corpora in my classroom: is it really applicable?

  Awatif Alruwaili

  73-90

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• Native speakerism crossing borders: comparing stakeholders’ attitudes towards English and Basque native and non-native teachers

  Kebir Colmenero Pérez

  91-108

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• Teaching resources and the acquisition of oral skills in the ELE classroom in Ivorian secondary schools: the case of the textbooks ¡Ya estamos! 4ème and 3ème

  Laphin Innocent Mimi, Juan de Dios Villanueva Roa

  109-126

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• Cross-linguistic perception of Spanish intonation by Chinese speakers: Effects of linguistic experience and prosodic features

  Peizhu Shang, Paolo Roseano, Wendy Elvira-García

  127-145

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• Language learning strategy use and levels of autonomy in online and traditional education

  Aydan Irgatoğlu

  147-160

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• The predicting role of EFL/ESL teachers’ self-efficacy and grit in their professional development

  Yongbi Zhi, Hongwu Yang

  161-177

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• Classroom willingness to communicate among EFL secondary school students in Poland and Spain

  Marta Napiórkowska, Elvira Barrios

  179-196

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• Frustration of basic psychological needs and emotions in communicative intent in English as a foreign language

  Carmen Fernandez-Ortega, Rubén Trigueros, Antonio Fernández

  197-214

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• Didactic strategies for communicative participation in the compulsory secondary school in Chile

  Javiera Peña Mella, Cristina del Moral-Barrigüete

  215-230

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• Ethnography in the field of Spanish as a foreign language

  María Agueda Moreno Moreno

  231-244

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• On the function of teacher professional development (TPD) programs in improving language teachers’ engagement in online education environments: voices from Chinese English teachers

  Jing Wang

  245-260

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• English foreign language learners’ perceptions of cultural elements in Chinese EFL textbooks

  Shasha Qi, Ali Derakhshan

  261-281

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• Perceived teacher autonomy support and grit as predictors of ideal L2 self among Chinese EFL learners

  Na Wang

  283-300

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• Middle school teachers’ views and recommendations about using translation exercises in L2 reading comprehension classes

  Abdellah Badda, Víctor Pavón Vázquez

  301-315

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• The role of mindfulness on the relation between critical thinking and well-being of Chinese EFL learners

  Lan Ding

  317-335

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Book review

• La enseñanza del español mediada por tecnología. De la justicia social a la Inteligencia Artificial (IA). Muñoz-Basols, J., Fuertes Gutiérrez, M. y Cerezo, L. (Eds.) (2024). Routledge, Londres y Nueva York, 389 páginas, ISBN: 9780367704506

  Daniel Cabeza-Campillo

  337-339

  • PDF (Español (España))

• Language teacher development in digital contexts. Kayi-Aydar, H., & Reinhardt, J. (Eds.). (2022). John Benjamins, 197 pages, ISBN: 978-90-272-1057-9

  Galip Kartal

  341-344

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• Cultural linguistics applied: trends, directions, and implications. Arne Peters and Neele Mundt (Eds.) (2021). Peter Lang, 282 pages ISBN: 978-3-631-83867-9

  Ali Dabbagh

  345-347

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• Funciones y aplicación didáctica del paisaje lingüístico andaluz. Galloso Camacho, M.V.; Cabello Pino, M.; Heredia Mantis, M. (Eds.) (2023). Iberoamericana, Madrid, 264 páginas, ISBN: 978-84-9192-313-8 (Iberoamericana); ISBN: 978-3-96869-355-2 (Vervuert); ISBN: 978-3-96869-356-9 (e-book)

  Lourdes Lozano López

  349-350

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• Personality as a factor affecting the use of language learning strategies. Jakub Przybył & Mirosław Pawlak (2023). Cham(Switzerland), Springer Nature Switzerland AG. ISBN 978-3-031-25254-9

  Zheng Wang

  351-353

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• College English Teaching Reform Based on Intersubjectivity Teaching Model Yongxiang Wang, Youyi Zhu et al. & Hua Yang (Ed.) (2020). Soochow University Press, Soochow, 243 pages ISBN: 978-7-5672-3390-4

  Yihan Gao, Han Shi, Yongliang Wang

  355-357

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• Ethics and context in second language testing: rethinking validity in theory and practice. M. Rafael Salaberry, Albert Weideman, and Wei-Li Hsu (2023). New York, Routledge, 248 Pages, ISBN 9781032471754

  Jing Wang

  359-362

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• The 5Cs positive teacher interpersonal behaviors-implications for learner empowerment and learning in an L2 context, Ali Derakhshan. (2022). Second Language Learning and Teaching, Springer Cham, 141 pages, ISBN: 978-3-031-16527-6

  Yunsong Wang, Yongxiang Wang

  363-366

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• Corpus linguistics and second language acquisition: perspectives, issues and findings. Lu, X. (2023). Routledge, xv-156 pages. ISBN: 978-0-367-51721-2 (paperback)

  Guangmin Li, Hai Xu

  367-368

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• Researching creativity in second language acquisition. Ashleigh Pipes, (2023). Routledge, New York and Oxon, 164 pages. ISBN: 9781003049951. (e-book)

  Leiming Chen, Yongliang Wang

  369-372

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• Transnational research in English language teaching: critical practices and identities. Rashi Jain, Bedrettin Yazan, Suresh Canagarajah (2022). UK: Bristol, Multilingual Matters, 264 Pages, ISBN: 9781788927468

  Benjing Fu

  373-376

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• Edited & Co-Financed

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