• 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
• Redefining English language teaching in Punjab: Embracing translanguaging and plurilingual competence for equity, diversity and inclusion
  Preeti Suri & Marina Orsini Jones | AILA 38:2 (2025) pp. 187–215 | 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
• 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
• Investigating language learning strategy use in adult L2 literacy: A constructivist grounded theory
  Kaatje Dalderop | AILA 37:2 (2024) pp. 334–359 | 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
• Developing L2 listening comprehension through extensive and intensive listening
  Omar Karlin & Sayaka Karlin | AILA 36:1 (2023) p. 91 | 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
• ‘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
• Can metacognition bring in the ingredients requisite for L2 listening success?
  Çağrı Tuğrul Mart | AILA 34:2 (2022) pp. 262–273 | Article
• Impact of parental beliefs and involvement on children’s English learning achievements in Hong Kong
  Barry Bai, Wenjuan Guo & Rui (Eric) Yuan | 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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