• ASR-based system for promoting pronunciation: Promoting collaborative approach for higher education ELF learners
  Sariani Sariani, Mutia El Khairat, Welsi Haslina & Baety Baetty | AILA 39:1 (2024) pp. 26–44 | Article
• Processing and appreciation of literary metaphors in English as a foreign language: An eye-tracking study
  Monika Płużyczka, Ainur Kakimova & Akshay Mendhakar | AILA 39:1 (2024) p. 80 | Article
• 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 | Article
• Strategic use of machine translation: A case study of Japanese EFL university students
  Mariko Yuasa & Osamu Takeuchi | AILA 37:2 (2024) pp. 215–240 | Article
• 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
• 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
• Pedagogical construction grammar: The case of collocations and collostructions [1] 1 in foreign language instruction [2] 2
  Maryam Pakzadian | AILA 36:2 (2024) pp. 135–162 | Article
• Introduction: How to learn to teach multilingual learning
  Eva Vetter & Nikolay Slavkov | AILA 35:1 (2022) pp. 1–11 | introduction
• Metacognition in multilingual learning and teaching: Multilingual awareness as a central subcomponent of metacognition in research and practice
  Ulrike Jessner & Elisabeth Allgäuer-Hackl | AILA 35:1 (2022) pp. 12–37 | Article
• 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 (2023) pp. 297–320 | Article
• 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 (2023) pp. 321–350 | Article
• Introduction
  Janet Enever & Patricia Driscoll | AILA 32:1 (2020) pp. 1–9 | introduction
• Looking beyond the local: Equity as a global concern in Early Language Learning
  Janet Enever | AILA 32:1 (2020) pp. 10–35 | Article
• 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
• Dealing with topics of potential cross‑cultural sensitivity among transnational groups of pre-service language teachers in video‑mediated virtual exchange interactions
  Ufuk Balaman | Published online 20 October 2026 | Article
• Toward digital equity: A critical model of digital multimodal composing
  Amir Michalovich & Ron Darvin | Published online 20 October 2026 | Article
• “I just want them to treat me with respect and dignity, even if my paper is rejected, because it is really bad”: Ubuntu-Maaya, a relational framework to establish open and equal dialogic collaborative review practices
  Kadidja Koné | Article
• Through the reader’s eyes: Processing effort and aesthetic engagement with metaphors in a second language
  Monika Płużyczka & Ainur Kakimova | Article
• Evolving selves: A longitudinal study of two first-year university undergraduates’ L2 motivational self-system trajectories during the EFL-to-EMI transition
  Joan Wan-Ting Huang | Article

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