• 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
• 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
• 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
• Can metacognition bring in the ingredients requisite for L2 listening success?
  Çağrı Tuğrul Mart | AILA 34:2 (2022) pp. 262–273 | Article
• The potential of sound picturebooks as multimodal narratives: Developing students’ multiliteracies in primary education
  Agustín Reyes-Torres, Matilde Portalés-Raga & Clara Torres-Mañá | AILA 34:2 (2022) pp. 300–324 | Article
• Diversity, equity, and inclusion (DEI) of CLIL pedagogy and globalisation in Japan
  Shigeru Sasajima & Barry Kavanagh | Published online 12 November 2024 | Article

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