Publications

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Rafiee, Marzieh and Salman Abbasian-Naghneh. 2019. Prioritization of critical individual factors influencing willingness to communicate: AHP method. Journal of Multilingual and Multicultural Development 40 (6) : 461–474.
Borger, Linda. 2019. Assessing interactional skills in a paired speaking test: Raters’ interpretation of the construct. Apples - Journal of Applied Language Studies 13 (1) : 151–174.
Calafato, Raees. 2019. The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–2018. Lingua 227.
Can Daşkın, Nilüfer. 2019. Reference to a past learning event in teacher turns in an L2 instructional setting. Journal of Pragmatics 142 : 16–30.
Tao, Jian, Ke Zhao and Xiuwen Chen. 2019. The motivation and professional self of teachers teaching languages other than English in a Chinese university. Journal of Multilingual and Multicultural Development 40 (7) : 633–646.
Dawadi, Saraswati. 2019. Effects of task repetition on EFL oral performance. International Journal of Applied Linguistics 170 (1) : 3–23.
de Los Reyes, Robin Atilano. 2019. Translanguaging in multilingual third grade ESL classrooms in Mindanao, Philippines. The International Journal of Multilingualism 16 (3) : 302–316.
Draeger, Richard. 2019. International Faculty in Chinese Universities’ Foreign Language Teaching Preferences. Journal of Intercultural Communication Research 48 (4) : 384–399.
Emrani, Fateme and Mozhgan Hooshmand. 2019. A conversation analysis of self-initiated self-repair structures in advanced Iranian EFL learners. International Journal of Language Studies 13 (1) : 57–76.
Feng, Dezheng (William). 2019. Infusing moral education into English language teaching: an ontogenetic analysis of social values in EFL textbooks in Hong Kong. Discourse 40 (4) : 458–473.
Figueras, Neus. 2019. Developing and using tasks for the assessment of speaking. Apples - Journal of Applied Language Studies 13 (1) : 133–149.
Georgiou, Georgios P. 2019. EFL teachers’ cognitions about pronunciation in Cyprus. Journal of Multilingual and Multicultural Development 40 (6) : 538–550.
Sayehli, Susan, Malin Ågren and Jonas Granfeldt. 2019. The context of second foreign languages in Swedish secondary schools: Results of a questionnaire to school leaders. Apples - Journal of Applied Language Studies 13 (1) : 27–48.
Zheng, Yongyan and Xiaoyan Grace Guo. 2019. Publishing in and about English: challenges and opportunities of Chinese multilingual scholars’ language practices in academic publishing. Language Policy 18 (3) : 107–130.
Inceoglu, Solène. 2019. Exploring the effects of instruction on L2 French learner pronunciation, accentedness, comprehensibility, and fluency. An online classroom study. Journal of Second Language Pronunciation 5 (2) : 223–246.
Kiramba, Lydiah Kananu. 2019. Heteroglossic practices in a multilingual science classroom. International Journal of Bilingual Education and Bilingualism 22 (4) : 445–458.
Dowling, Tessa and Lara Krause. 2019. ‘Ndifuna imeaning yakhe’: translingual morphology in English teaching in a South African township classroom. The International Journal of Multilingualism 16 (3) : 205–225.
Lancho Perea, Luis. 2019. How Spanish Is Learnt Matters: University Students’ Use of Language Learning Strategies. Language Matters: Studies in the Languages of Africa 50 (1) : 84–101.
Loh, Ka Yee Elizabeth, Loretta C.W. Tam and Kwok-chang Lau. 2019. Moving between language frontiers: the challenges of the medium of instruction policy for Chinese as a second language. Language Policy 18 (3) : 131–153.
Lin, Xiaobing and Wei Liu. 2019. Family language policy in English as a foreign language: a case study from China to Canada. Language Policy 18 (2) : 191–207.
Ma, Lai Ping Florence. 2019. Examining the functions of L1 use through teacher and student interactions in an adult migrant English classroom. International Journal of Bilingual Education and Bilingualism 22 (4) : 386–401.
Mahony, Inez, Richard Curtis and Ann Robertson. 2019. Intercultural language learning: the Indonesian for Teachers Initiative (InTI) experience. Language and Intercultural Communication 19 (4) : 357–370.
Motschenbacher, Heiko, ed. 2019. Linguistic Dimensions of Inclusion in Language Teaching and Multilingual Contexts (special issue: International Journal of Applied Linguistics 29.3). Wiley-Blackwell.
Motschenbacher, Heiko. 2019. Non‐nativeness as a dimension of inclusion: A multimodal representational analysis of EFL textbooks. International Journal of Applied Linguistics 29 (3) : 285–307.
Mitchell, Rosamond and Florence Myles. 2019. Learning French in the UK setting: Policy, classroom engagement and attainable learning outcomes. Apples - Journal of Applied Language Studies 13 (1) : 69–93.