• 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 | Article
• 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 | Article
• EFL teachers’ awareness of dyslexia: The case of Iranian context
  Musa Nushi & Mitra Eshraghi | AILA 36:1 (2023) pp. 14–37 | Article
• Teaching lexical collocations to enhance speaking proficiency of college English majors in Taiwan
  Jeng-yih Tim Hsu & Su-han Cheng | AILA 36:2 (2024) pp. 231–268 | 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
• 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
• The role of two L1s in L3 English writing
  Fadhilah Fadhilah | Published online 21 April 2026 | Article
• EFL students’ learning and their perceptions of teacher humor: A mixed methods study. Exploring EFL students’ perceptions of teacher humor, humor appropriateness, and humor homophily as predictors of their cognitive learning, affective learning, and L2 achievement
  Reza Taherkhani & Saba Aref | Published online 27 May 2026 | Article

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