• 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 | Article
• Literature and language education: Exploring teachers’ views on teaching foreign language through literature in bilingual secondary schools in Madrid (Spain)
  Jelena Bobkina, Elena Domínguez Romero & Susana Sastre-Merino | AILA 34:2 (2022) pp. 145–186 | Article
• Introduction
  Janet Enever & Patricia Driscoll | AILA 32:1 (2020) pp. 1–9 | introduction
• Using young learners’ language environments for EFL learning: Ways of working with linguistic landscapes
  Jana Roos & Howard Nicholas | AILA 32:1 (2020) p. 91 | Article
• The impact of teaching quality and learning time on primary EFL learners’ receptive proficiency: Preliminary findings from the TEPS study
  Eva Wilden & Raphaela Porsch | AILA 32:1 (2020) pp. 160–177 | Article
• Toward digital equity: A critical model of digital multimodal composing
  Amir Michalovich & Ron Darvin | Published online 20 October 2026 | Article
• Impact of parental beliefs and involvement on children’s English learning achievements in Hong Kong
  Barry Bai, Wenjuan Guo & Rui (Eric) Yuan | Article

Search again