- 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
- Rewriting American uniqueness: Framing the issue of American exceptionalism in Barack Obama’s political rhetoric
Imen Bouyahi | AILA 39:1 (2024) pp. 109–132 | Article
- “Discovering World Englishes has lessened my burden in English language education”: Colombian in-service English teachers reflecting on diversity, equity, and inclusion
Adriana González & Subhan Zein | AILA 39:2 (2026) pp. 195–220 | Article
- From suffering to empowerment: Unveiling the multifaceted impact of the Brincadas Project/COLINA’s engaged multiliteracy in Brazilian Portuguese
Fernanda Coelho Liberali | AILA 39:2 (2026) pp. 221–251 | Article
- Spanish language education in Australia and sustainable development goals (SDGs): Promoting diversity, equity, inclusion, and sustainability through open educational resources (OERs)
Adriana Díaz | AILA 39:2 (2026) pp. 279–305 | Article
- Language challenges in medical education: Exploring predictors and variations among EMI students in Saudi Arabia
Zainab Mohammad Gaffas | AILA 38:1 (2025) p. 5 | Article
- Does the reading platform matter? An eye-tracking study
Akshay Mendhakar, Katarzyna Sierak, Kirren Chana & Helmut Leder | AILA 38:1 (2025) pp. 105–128 | Article
- Individual differences in English-medium education: Comparing multilingual identity, beliefs, motivations and perspectives in EME in Spanish and Chinese
undergraduates
Jennifer Ament & Mengjia Zhang | AILA 38:2 (2025) pp. 160–186 | Article
- Heritage speakers in Switzerland: Plurilingualism and social justice in a multilingual country
Andrea Wehrli | AILA 38:2 (2025) pp. 237–261 | Article
- Internationalisation at Home through Critical Virtual Exchange
Mirjam Hauck, Ana Cristina Biondo Salomão, Müge Satar & Gustavo Primo | AILA 38:2 (2025) pp. 262–293 | Article
- Longitudinal civic engagement: Undergraduate students’ reflections on an intergenerational virtual exchange
Carolin Fuchs & Hannah Ferguson | AILA 38:2 (2025) pp. 294–323 | Article
- Representation of migrant accents in media discourse: A corpus-assisted critical discourse analysis
Remart Padua Dumlao & Louisa Willoughby | AILA 37:1 (2024) p. 98 | Article
- 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
- Investigating language learning strategy use in adult L2 literacy: A constructivist grounded theory
Kaatje Dalderop | AILA 37:2 (2024) pp. 334–359 | 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
- 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
- Exploring teachers’ perspectives on the implementation of a translanguaging pedagogy in two superdiverse Viennese
classrooms
Lena Cataldo-Schwarzl | AILA 36:2 (2024) pp. 194–210 | Article
- Tonal intelligibility within a paragraph: Analyzing Polish Mandarin learners’ tone production
Man-Ni Chu, Ewa Zajdler & Hui-Wen Lin | AILA 36:2 (2024) pp. 211–230 | Article
- Multilingualism, translanguaging and transknowledging: Translation technology in EMI higher education
Kathleen Heugh, Mei French, Vandana Arya, Min Pham, Vincenza Tudini, Necia Billinghurst, Neil Tippett, Li-Ching Chang, Julie Nichols & Jeanne-Marie Viljoen | AILA 35:1 (2022) p. 89 | Article
- A tale of two cities: The ideological debate on equity in bilingual schooling
Adrián Granados & Francisco Lorenzo | AILA 35:2 (2023) pp. 203–226 | Article
- (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 (2023) pp. 227–249 | 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
- Developing shared languages: The fundamentals of mutual learning and problem solving in transdisciplinary collaboration
Marlies Whitehouse, Henrik Rahm, Séverine Wozniak, Steven Breunig, Gianni De Nardi, Frédérick Dionne, Misa Fujio, Eva-Maria Graf, Igor Matic, Christopher J. McKenna, Felix Steiner & Silga Sviķe | AILA 34:1 (2021) pp. 1–18 | introduction
- Analysing and optimising Informed Consent in cooperation with ethics committees and medical researchers
Igor Matic, Gianni De Nardi & Felix Steiner | AILA 34:1 (2021) pp. 37–56 | Article
- ‘Knowing that’, ‘knowing why’ and ‘knowing how’: Aligning perspectives and assembling epistemes for a transdisciplinary analysis of questioning sequences in executive coaching. A research journey
Eva-Maria Graf & Frédérick Dionne | AILA 34:1 (2021) pp. 57–78 | 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
- Developing ELF research for critical language education
Alessia Cogo, Fan Fang, Stefania Kordia, Nicos Sifakis & Sávio Siqueira | AILA 34:2 (2022) pp. 187–211 | Article
- Naming rights sponsorship in Europe: Fan reactions to stadium renamings in the Premier League, Bundesliga and Ligue 1
Cornelia Gerhardt, Ben Clarke & Justin Lecarpentier | AILA 34:2 (2022) pp. 212–239 | 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
- Linguistic recycling: The process of quoting in increasingly mediatized settings
Lauri Haapanen & Daniel Perrin | AILA 33: (2020) pp. 1–20 | introduction
- The invisible supporters: Writing for reuse
Eva-Maria Jakobs & Claas Digmayer | AILA 33: (2020) pp. 21–46 | Article
- The hidden curriculum of work in English language education: Neoliberalism and early English programs in public schooling
Peter Sayer | AILA 32:1 (2020) pp. 36–63 | 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
- Language teaching and learning as a transdisciplinary endeavour: Multilingualism and epistemological diversity
Anthony J. Liddicoat | AILA 31:1 (2019) pp. 14–28 | Article
- The language of numbers: Transdisciplinary action research and financial communication
Marlies Whitehouse | AILA 31:1 (2019) p. 81 | Article
- Negotiating sustainability across scales: Community organising in the Outer Hebrides
Jaspal Naveel Singh & Tom Bartlett | AILA 30:1 (2018) pp. 50–71 | Article
- The chronotopes of authenticity: Designing the Tujia heritage in China
Xuan Wang & Sjaak Kroon | AILA 30:1 (2018) pp. 72–95 | Article
- Linking past and present: A view of historical comments about language
Antje Wilton & Holger Wochele | AILA 24:1 (2011) pp. 55–67 | Article
- Stereotypes about English as the language of science
Cristina Guardiano, M. Elena Favilla & Emilia Calaresu | AILA 20:1 (2008) pp. 28–52 | Article
- A pilot study of Supplemental Instruction for at-risk students at an Historically Black University (HBU) in South Africa
Constance Zulu | AILA 16:1 (2003) pp. 52–61 | Article
- Translation technology, translanguaging and transknowledging in student academic writing
Li-Ching Chang & Kathleen Heugh | Published online 20 October 2026 | Article
- Analysing the explicit and implicit semantic structure of the Iljas Esenberlin novel trilogy “Nomads”
Assel Baikadamova & Aigul Bizhkenova | Published online 13 June 2024 | Article
- 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 | Published online 13 June 2024 | Article
- 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 | Published online 21 November 2024 | Article
- 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 | Published online 21 November 2024 | Article
- Closeness facilitating interaction among Japanese learners of English
Stachus Peter Tu | Published online 31 October 2024 | 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
- Contronymous verbs in English: Crossing the boundaries of polysemy
Kenryo Fu | Article
- Language and subject anxieties in EMI classrooms in Macau: A translanguaging
perspective
Xinyi Zhang & Xiaoling Jin | Article
- A plurilingual and intercultural approach to language teaching: Teaching beliefs in the plurilingual educational context of Marina Alta (Valencian Country, Spain)
Alba Martínez-Gilabert & Alexandre Bataller-Català | 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