All Journals

Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

Mobile apps have surged in popularity, enhancing the effectiveness of more traditional second or foreign language (L2) teaching and enabling independent L2 learning. Drawing on control-value theory, the present research examined the role of students&rsquo; control-value appraisals in enhancing behavioral engagement via enjoyment and boredom in specific app-assisted vocabulary learning tasks. Analyzing questionnaire responses from 98 college students, the results showed that learners&rsquo; task control-value appraisals impacted their behavioral engagement in multiple ways, both directly and indirectly, with task-related enjoyment and boredom serving as key mediators in these relationships. Specifically, intrinsic task value positively affected learners&rsquo; behavioral engagement directly and indirectly through enjoyment and boredom; extrinsic task value promoted behavioral engagement directly, but undermined it indirectly through boredom; task control appraisal did not significantly affect behavioral engagement directly but had a positive impact through task enjoyment. The findings offer important theoretical insights and practical applications for L2 education.

ltrq.2025.48.13.pdf

Original Research 

ltrq.2025.48.13.xml

Chinese EFL Learners’ Task Control-Value Appraisals, Emotions and Behavioral Engagement During After-Class App-Assisted Vocabulary Learning

Guest-editors: 
Mirosław Pawlak, PhD, Adam Mickiewicz University, Poznań, Poland University of Applied Sciences, Konin, Poland
Zhisheng (Edward) Wen, PhD, College of Professional and Continuing Education, The Hong Kong Polytechnic University, China
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: In Honour of Peter D. MacIntyre’s Contributions to Psychology of Language and Communication and Second Language Research Methodology

It is with immense pleasure and gratitude that we present this latest Special Issue of LTRQ, celebrating the remarkable 35-year career of Professor Peter MacIntyre and his extraordinary contributions to the broad fields of language education, educational psychology, and second language acquisition (SLA). Professor MacIntyre, currently a distinguished Professor of Psychology at Cape Breton University in Sydney, Nova Scotia, Canada, stands as a towering figure in the interdisciplinary realms of educational psychology and language education. His groundbreaking work has not only advanced theoretical understanding and research methodology but has also had a profound impact on pedagogical practices worldwide.

ltrq.2025.48.01.pdf

Review Article

ltrq.2025.48.01.xml

Celebrating 35-Year’s Research Contribution to Psychology, Language Education and Communication: A Special Issue Honoring Peter MacIntyre

We are very pleased to publish this latest Special Issue in honor of Prof James P. Lantolf. Prof. Lantolf is the Greer Professor Emeritus in Language Acquisition and Applied Linguistics at The Pennsylvania State University. He also served as the Director of the Center for Language Acquisition and the U.S. Department of Education Title VI Center for Advanced Language Proficiency, Education, and Research. Prof. Lantolf is a distinguished scholar in applied linguistics, renowned for his pioneering work in sociocultural theory and second language acquisition (SLA). His five decades of groundbreaking research have significantly advanced our understanding of second language development through the lens of Vygotskian sociocultural psychology (Qin, 2021). Lantolf has authored and co-edited numerous influential books and articles in these areas. His contributions have earned him prestigious accolades, including serving as president of the American Association for Applied Linguistics (2005) and receiving its Distinguished Scholarship and Service Award (2016).

ltrq.2024.46.01.pdf

ltrq.2024.46.01.xml

Exploring Sociocultural Theory and SLA: A Tribute to James Lantolf

Special Issue: In Honour of James P. Lantolf’s Contributions to Sociocultural Theory, Second Language Development and Language Pedagogy

Despite undeniable advances in research on language learning strategies in the last several decades, empirical investigations of actions and thoughts that learners engage in to better understand and use grammar structures in different contexts, or grammar learning strategies (GLS), remain scarce. Moreover, there is a paucity of studies examining the effects of pedagogical interventions in this area, both with respect to the use of different types of GLS and the mastery of grammar structures in terms of explicit and implicit (automatized) knowledge. There is also no empirical evidence concerning the mediating role of individual difference (ID) factors in this respect. The paper outlines a study currently in progress that seeks to address all of these gaps. The first part is devoted to a brief overview of key issues related to the definition and classification of GLS as well as a synthesis of available research in this area. This is followed by a description of an intervention-based research project which explores the effects of strategies-based instruction (SBI) targeting GLS by English majors in Poland, also taking into account the moderating impact of selected ID variables. In particular, the methodology of the study is presented and the envisaged contributions of the intervention are considered.

ltrq.2024.39.12.pdf

ltrq.2024.39.12.xml

Grammar Learning Strategies: Towards a Pedagogical Intervention

Guest-editors: 
Zhisheng (Edward) Wen, PhD, College of Professional and Continuing Education, The Hong Kong Polytechnic University, China
Hassan Mohebbi, PhD, Independent Researcher, Turkey




Special Issue: In Honour of Diane Larsen-Freeman’s Contributions to Language Teaching and Second Language Development

Research into the role of individual difference (ID) factors in the process of second and foreign language (L2) learning and teaching has been one of the most robust lines of inquiry in the field of second language acquisition (SLA; Dörnyei &amp; Ryan, 2015; Griffiths &amp; Soruç, 2020; Pawlak &amp; Kruk, 2022). Most of these empirical investigations have concerned L2 learning in general contexts while empirical inquiry targeting specific instructional settings has been quite limited in terms of both quantity and scope. One such context is computer-assisted language learning (CALL), which involves numerous applications, devices and environments that can be drawn upon to enhance and support L2 learning and teaching. While many studies have been carried out in this area, there have been very few comprehensive attempts to synthesize such empirical evidence and such research has largely lagged behind the developments in the broader domain of SLA. The aim of this paper is to synthesize and critically evaluate research into ID factors in CALL against the backdrop of such advances in SLA and consider future directions of such empirical investigations.

ltrq.2022.31.14.pdf

ltrq.2022.31.14.xml

Research into Individual Differences in SLA and CALL: Looking for Intersections

Guest-editors: 
Zhisheng (Edward) Wen, PhD, College of Professional and Continuing Education, The Hong Kong Polytechnic University, China
Hassan Mohebbi, PhD, Independent Researcher, Turkey 


Special Issue: Rethinking Individual Differences in SLA: A Special Issue in Honour of Richard Sparks