IRAL – International Review of Applied Linguistics in Language Teaching

Exploring the impact of GenAI-assisted EFL courses on foreign language anxiety and willingness to communicate: a disciplinary comparison ↗

Muyang Niu, Junjie Gavin Wu, Zhaoyang Xiong, Mark Feng Teng et al.

Effects of syntactic role on L1 & L2 processing of pronoun resolution ↗

Junjie Hao, Yihang Zhong

Frontmatter ↗

Investigating the effect of source difficulty on interpreters’ perceptions, perceived cognitive load, and performance in machine interpreting-assisted simultaneous interpreting ↗

Rui Xie, Chenze Wu, Wenkang Zhang

Student–AI interaction: unveiling the impact of AI agents on vocabulary learning – A meta-analysis ↗

Kenan Gao, Xiaotong Shi, Juan Zhang

Linguistic racism and mobility: trauma and belonging in migrant farmworker youth education ↗

Kristina A. Crandall

“Accent matching skin?”: an arts-based trioethnography of minoritized women English educators in Japan ↗

Miso Kim, Yael Miyama, Yaya Yao

Cohesive strategies in student academic writing: how register functions are realized across disciplines and genres ↗

Xinpei Hong, Ruochen Niu, Yongyan Zheng

Word- and learner-related factors and incidental vocabulary learning from viewing bilingual-subtitled videos ↗

Mark Feng Teng

Humour as playful resistance: a trauma-informed framework for refugee language education ↗

Mehrdad Mohajeri, Tomasz John, Claire Cassidy

How frequency and L2 proficiency moderate the congruency effect in collocational processing? Evidence from L2 Chinese learners in an acceptability judgment task ↗

Xiaolong Lu, Shaohua Fang, Xiaoyu Liu

Junior high school students’ engagement with automated feedback in EFL writing: a case from China ↗

Ye Lin, Yan Guo

Time pressure in careful on-line planning: comparing its effects on L2 speaking task performance and strategy use ↗

Qianqian Gu, Kris Van den Branden

Frontmatter ↗

The impact of orthographic congruence on phonological awareness: evidence from CLIL and EFL primary Spanish schoolchildren ↗

Evelyn Gandón-Chapela, Marta Gómez Martínez, Esther Gómez-Lacabex

L2 writers’ critical AI literacy in AI-assisted academic writing: scale development and validation ↗

Guangyuan Yao, Lingxi Fan

Profiling adolescent EFL learners’ socio-psychological orientations toward willingness to communicate: a Q methodology study ↗

Jiayi Zhang, Peijian Paul Sun

Frontmatter ↗

Verb-construction integration in L2 spoken production: a comparative analysis of EFL and ESL learners ↗

Hyunwoo Kim, Eunseok Ro

Incidental and planned focus on form in EMI science classes: possible role of teachers’ past ESL/EFL teaching experience ↗

Jiangshan An