No. 44 (2025): June

• Committees & Journal/Issue Data

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• Introduction

  Editorial Team

  7-9

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Article

• Spaced repetition as a basic structural method for organizing English as a second language teaching

  Xueli Li

  11-28

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• Measuring the effect of receptive and productive vocabulary size on foreign language skills

  Selahattin Yılmaz, Suzan Kavanoz

  29-45

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• Examining the differential effects of reformulations and elicitations on Turkish EFL learners’ uptake and use of English past counterfactual conditionals

  Onur Uludag

  47-67

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• Interactive tool improves Chinese vocabulary in linguistic education via Computer Assisted Language Learning

  Chen Yuee

  69-85

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• Meeting the training needs of CLIL educators? An analysis of master’s programmes in bilingual education

  María Esther Rodríguez Gil

  87-104

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• Teacher and peer support on L2 engagement: Mediation by Ideal and Ought-to L2 selves

  Junling Ou

  105-126

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• EFL learners’ grammar learning strategies in technology-enhanced contexts and relations to writing buoyancy and motivation

  Hui Li, Xiaojing Li

  127-145

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• Le jeu dramatique: sémiotique et dérivation

  Maite Muñoz Medina, José Rienda Polo

  147-160

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• The interplay between EFL teachers' self-efficacy, emotion regulation, and perceived professional success

  Ali Arabmofrad, Farzaneh Shakki

  161-183

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• On the ability to express evaluations in another language: An analysis of Chinese JFL learners’ narratives

  Zhen Chen, Baofeng Wang, Zhengrui Han

  185-201

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• Afghan EFL learners’ perceptions of readiness for autonomous learning

  Hashmatullah Tareen, Attaullah Muhammadi, Mohammad Tahir Haand

  203-216

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• A verbo-tonal approach to the acquisition of rhythm in L2 French through gestures

  Marta Osorio Álvarez, Syrine Daoussi

  217-231

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• The classroom of Spanish as a FL: a place to revitalize ethnicity and interculturalism

  Carmen Isabel Céspedes Suarez

  233-248

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• Do future Primary school teachers receive training on the use of ICT in foreign language teaching? A content analysis in Spanish public universities

  Paula Peregrina-Nievas, Carmen del Pilar Gallardo-Montes, María Jesús Caurcel Cara, Jesús Esteban Mora

  249-269

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• Cognitive benefits of early bilingualism

  Naiara Corpas Ortiz , Slava López Rodríguez

  271-284

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• Cultural representation in English textbooks: Voices from Chinese EFL teachers

  Shujun Han , Yongliang Wang

  285-302

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• Oral communicative competence from "Horizontes" and "¡Más allá!" textbooks: teachers' perspective and content analysis

  Bogni Emmanuel Achi

  303-320

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• The creation of a picture book as a bilingual education proposal in Secondary Education

  Rubén Cristóbal Hornillos, José Antonio Escrig Aparicio, Raquel Temprado Baquedano

  321-336

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Book Review

• Board games in the CLIL classroom: New trends in content and language integrated learning. Alexiou, T. & Karasimos, A. (Eds.) (2024). De Gruyter Mouton, 307 pages, ISBN: 978-3-111-00047-3

  Hengzhi Hu

  337-340

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• Language ideologies and L2 speaker legitimacy: Native speaker bias in Japan. Jae DiBello Takeuchi (2023). UK: Bristol, Multilingual Matters, 200 pages, ISBN: 9781800414662

  Xiaorong Jiang

  341-344

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• Teaching English for academic purposes: Theory into practice. Ece Zehir Topkaya and Handan Çelik (2024). Switzerland: Cham, Palgrave Macmillan, 458 pages, ISBN 978-3-031-72544-9

  Jie Hong

  345-348

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• Dominant language constellations approach in education and language acquisition. Larissa Aronin & Eva Vetter, Cham (2021) Switzerland, Springer XI, 240 pages, eBook ISBN 978-3-030-70769-9, Softcover ISBN 978-3-030-70771-2, Hardcover ISBN 978-3-030-70768-2

  Jiajia Zhang

  349-352

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• Edited & Co-Financed

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