6 December 2024

Unveiling task value and self-regulated language learning strategies among Japanese learners of English: Insights from different EFL learning scenarios

Akiko Fukuda | AILA 37:2 (2024) pp. 388–415

29 November 2024

Qualitative research on language learning strategies and self-regulation

Nathan Thomas, Jason Schneider & Sihan Zhou | AILA 37:2 (2024) pp. 177–187

22 November 2024

Investigating language learning strategy use in adult L2 literacy: A constructivist grounded theory

Kaatje Dalderop | AILA 37:2 (2024) pp. 334–359

21 November 2024

Problematizing and reexamining the notion of taking another introductory-level language class at college: Adding students’ voices to the conversation at secondary and post-secondary levels

Hsuan-Ying Liu

Frame analysis of the semantics of mental verbs of the Kazakh language: Semantics of mental verbs of the Kazakh language

Nazira Mamadiyarova, Balkiya Kassym, Kalbike Yessenova & Nurziya Abisheva

18 November 2024

Self-regulation to develop autonomy in language teacher education: Two case studies in an EFL Malagasy context

Dominique Vola Ambinintsoa & Eduardo Castro | AILA 37:2 (2024) pp. 416–440

Adult migrants’ Norwegian language learning investment strategies in the workplace

Nuranindia Endah Arum | AILA 37:2 (2024) pp. 290–308

Extremely virtual and incredibly physical: Investigating language students’ mediation strategies through digital storytelling and digital social reading

Ilaria Compagnoni & Fabiana Fazzi | AILA 37:2 (2024) pp. 360–387

Listening strategy instruction for EMI learners to understand teacher input in science classrooms

Daniel Fung | AILA 37:2 (2024) pp. 266–289

Learning vocabulary through listening: The role of strategy use and linguistic proficiency

Suzanne Graham & Pengchong Anthony Zhang | AILA 37:2 (2024) pp. 241–265

Understanding secondary school students’ challenges, language learning strategies and future selves at highly selective EMI schools in Kazakhstan

Anas Hajar | AILA 37:2 (2024) pp. 309–333

Longitudinal interactions of L2 learners’ motivations and strategic behavior in strategies-based writing instruction: A self-regulated learning perspective

Lin Sophie Teng, Jia Wei & Lawrence Jun Zhang | AILA 37:2 (2024) pp. 188–214

Strategic use of machine translation: A case study of Japanese EFL university students

Mariko Yuasa & Osamu Takeuchi | AILA 37:2 (2024) pp. 215–240

12 November 2024

Diversity, equity, and inclusion (DEI) of CLIL pedagogy and globalisation in Japan

Shigeru Sasajima & Barry Kavanagh

31 October 2024

Closeness facilitating interaction among Japanese learners of English

Stachus Peter Tu

Using AI to expand the “Toolbox” for EAP writing instruction: Student experiences and perceptions of ChatGPT’s instructional potential

Kris Van de Poel & Jessica Gasiorek

24 June 2024

Implementing translanguaging strategies in the English writing classroom in higher education: A systematic review

Xin Tang, Audrey Rousse-Malpat & Joana Duarte

21 June 2024

Rewriting American uniqueness: Framing the issue of American exceptionalism in Barack Obama’s political rhetoric

Imen Bouyahi

13 June 2024

Analysing the explicit and implicit semantic structure of the Iljas Esenberlin novel trilogy “Nomads”

Assel Baikadamova & Aigul Bizhkenova

Processing and appreciation of literary metaphors in English as a foreign language: An eye-tracking study

Monika Płużyczka, Ainur Kakimova & Akshay Mendhakar

Unraveling the psychological impact of spatial cybertext environments on speech intent: Insights from social media platforms

R Kunjana Rahardi, Wahyudi Rahmat, Refa Lina Tiawati & Yuliana Setyaningsih

ASR-based system for promoting pronunciation: Promoting collaborative approach for higher education ELF learners

Sariani Sariani, Mutia El Khairat, Welsi Haslina & Baety Baetty

Chinese Russian language teachers’ agency in response to the New Liberal Arts policy: An ecological perspective

Yuan Tao & Lei Cai

10 June 2024

Defining migrants: Invisibilities, im/mobilities, integration

Lisa Lim | AILA 37:1 (2024) pp. 10–34

Multilingualism and mobility in the twenty-first century: An agenda for migration linguistics

Ariane Macalinga Borlongan & Lisa Lim | AILA 37:1 (2024) pp. 1–9

7 June 2024

Crip translingualism: Boundary negotiations in (im)mobility

Suresh Canagarajah | AILA 37:1 (2024) pp. 54–78

Multilingual mindset : A necessary concept for fostering inclusive multilingualism in migrant societies

Loy Lising | AILA 37:1 (2024) pp. 35–53

6 June 2024

Language varieties and labor mobilities: Englishes in transnational work

Ariane Macalinga Borlongan & Ron Bridget Vilog | AILA 37:1 (2024) pp. 79–97

Chinglish as border languaging

Qian Du & Jerry Won Lee | AILA 37:1 (2024) pp. 137–155

4 June 2024

Representation of migrant accents in media discourse: A corpus-assisted critical discourse analysis

Remart Padua Dumlao & Louisa Willoughby | AILA 37:1 (2024) p. 98

Rethinking researcher-participant roles: Ethics of care and collaboration in the migration linguistics of precarious migrants

Nicanor Legarte Guinto, Brian D. Villaverde, Amiel Jansen Demetrial & Aurelio Teodoro Maguyon III | AILA 37:1 (2024) pp. 156–176

English in the internationalization of higher education and international student mobility

Kenichiro Kurusu, Chisato Oda, Mikhail Alic C. Go, Di Wu, Kevin Brandon Saure & Sakshi Narang | AILA 37:1 (2024) pp. 120–136

15 February 2024

Discourse analysis of male and female representatives of selected countries at the United Nations general debates

Abdulaziz Alshahrani | AILA 36:2 (2023) pp. 163–193

Exploring teachers’ perspectives on the implementation of a translanguaging pedagogy in two superdiverse Viennese classrooms

Lena Cataldo-Schwarzl | AILA 36:2 (2023) pp. 194–210

Tonal intelligibility within a paragraph: Analyzing Polish Mandarin learners’ tone production

Man-Ni Chu, Ewa Zajdler & Hui-Wen Lin | AILA 36:2 (2023) pp. 211–230

Permanent or temporary homes? Investigating the discourses of lifestyle migration, lifestyle mobilities and multilingualism within a Norwegian context

Kellie Gonçalves & Kristin Vold Lexander | AILA 36:2 (2023) pp. 299–320

Teaching lexical collocations to enhance speaking proficiency of college English majors in Taiwan

Jeng-yih Tim Hsu & Su-han Cheng | AILA 36:2 (2023) pp. 231–268

Pedagogical construction grammar: The case of collocations and collostructions in foreign language instruction

Maryam Pakzadian | AILA 36:2 (2023) pp. 135–162

Two millennia of language policies in China: Retrospect and prospect

Jie Zeng & Yanling Zhao | AILA 36:2 (2023) pp. 269–298

24 July 2023

Migration linguistics: A synopsis

Ariane Macalinga Borlongan | AILA 36:1 (2023) pp. 38–63

Teaching during COVID-19: Social justice and Spanish heritage language learners

Clara Burgo | AILA 36:1 (2023) pp. 1–13

Addressing race in English language teaching

Erika de Freitas Coachman & Izabelle da Silva Fernandes | AILA 36:1 (2023) pp. 64–90

Developing L2 listening comprehension through extensive and intensive listening

Omar Karlin & Sayaka Karlin | AILA 36:1 (2023) p. 91

The development of EFL students’ speech fluency: A phase transition investigation based on a complex dynamic systems perspective

Dony Marzuki | AILA 36:1 (2023) pp. 112–133

EFL teachers’ awareness of dyslexia: The case of Iranian context

Musa Nushi & Mitra Eshraghi | AILA 36:1 (2023) pp. 14–37

30 June 2023

Promoting equitable literacy expectations in CLIL: Empowering student teachers’ attitude shifts through Reading to Learn in service-learning

Aoife K. Ahern & Katherine S. Smith | AILA 35:2 (2022) pp. 297–320

Ethnic equity, Mapudungun, and CLIL: A case study from southern Argentina

Darío Luis Banegas | AILA 35:2 (2022) pp. 275–296

Addressing social equity by making explicit the implicit value systems within content and language learning: A pedagogical framework for culture within CLIL

Russell Cross | AILA 35:2 (2022) pp. 180–202

Inclusive CLIL: Pre-vocational pupils’ target language oral proficiency, fluency, and Willingness to Communicate

Jenny Denman, Erik van Schooten & Rick de Graaff | AILA 35:2 (2022) pp. 321–350

(In)equity in CLIL programs? Classroom interaction and the development of higher order thinking skills across bilingual strands

Natalia Evnitskaya & Ana Llinares | AILA 35:2 (2022) pp. 227–249

A tale of two cities: The ideological debate on equity in bilingual schooling

Adrián Granados & Francisco Lorenzo | AILA 35:2 (2022) pp. 203–226

Language testing and the role of CLIL exposure in constructing student profiles: Stakeholders’ views on streaming in the transition from primary to secondary education

Elisa Hidalgo-McCabe | AILA 35:2 (2022) pp. 250–274

Afterword: Dedicated to making all learners matter

Do Coyle | AILA 35:2 (2022) pp. 351–358

New challenges for CLIL research: Identifying (in)equity issues

Ana Llinares & Russell Cross | AILA 35:2 (2022) pp. 169–179