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Bridging the function-form gap: a multidimensional move analysis of English research article introductions in applied linguistics by L1 English and L1 Chinese scholars / Chi, Yiqing (Rights reserved)

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Contents : Bridging the function-form gap: a multidimensional move analysis of English research article introductions in applied linguistics by L1 English and L1 Chinese scholars / Chi, Yiqing (Rights reserved)

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Bridging the function-form gap: a multidimensional move analysis of English research article introductions in applied linguistics by L1 English and L1 Chinese scholars / Chi, Yiqing (Rights reserved)

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Periodical

Title:
IRAL
Publication:
Berlin [u.a.]: Mouton de Gruyter
Note:
Gesehen am 28.08.09
Scope:
Online-Ressource
ISSN:
1613-4141
ZDB-ID:
2033176-9 ZDB
Keywords:
Zeitschrift
Classification:
Pädagogik
Sprache
Collection:
Pedagogy
Sprache
Copyright:
Rights reserved
Accessibility:
Eingeschränkter Zugang mit Nutzungsbeschränkungen
Title:
IRAL
Publication:
Berlin [u.a.]: Mouton de Gruyter
Note:
Gesehen am 28.08.09
Scope:
Online-Ressource
ISSN:
1613-4141
ZDB-ID:
2033176-9 ZDB
Keywords:
Zeitschrift
Classification:
Pädagogik
Sprache
Collection:
Pedagogy
Sprache
Copyright:
Rights reserved
Accessibility:
Eingeschränkter Zugang mit Nutzungsbeschränkungen

Article

Title:
Bridging the function-form gap: a multidimensional move analysis of English research article introductions in applied linguistics by L1 English and L1 Chinese scholars
Publication:
Berlin [u.a.]: Mouton de Gruyter, 2026
Language:
English
Information:
Abstract: Combining move analysis with multidimensional analysis (MDA), this study investigates salient linguistic co-occurrence patterns (“dimensions”) as well as linguistic variations in the rhetorical moves of English research article introductions (RAIs) in applied linguistics written by L1 English and L1 Chinese scholars. Our MDA of a corpus of move segments of RAIs from thirteen applied linguistics journals identifies five functionally interpretable dimensions: grounded evaluation, criticism with caution, stated purposes, author-involved narration of current study versus existing knowledge, and research- versus non-research-related information density. A comparative analysis reveals systematic variation in the linguistic features of specific moves between the RAIs written by L1 English and L1 Chinese scholars. Our findings have useful implications for research and pedagogy of English for academic purposes.
Scope:
Online-Ressource
Note:
Open Access unbekannt
Archivierung/Langzeitarchivierung gewährleistet
Keywords:
academic writing ; contrastive study ; research article introductions ; move analysis ; multidimensional analysis
Classification:
Pädagogik
Sprache
URN:
urn:nbn:de:101:1-2609090725019.181339026724
Collection:
Pedagogy
Sprache
Copyright:
Rights reserved
Accessibility:
Eingeschränkter Zugang mit Nutzungsbeschränkungen
Title:
Bridging the function-form gap: a multidimensional move analysis of English research article introductions in applied linguistics by L1 English and L1 Chinese scholars
Publication:
Berlin [u.a.]: Mouton de Gruyter, 2026
Language:
English
Information:
Abstract: Combining move analysis with multidimensional analysis (MDA), this study investigates salient linguistic co-occurrence patterns (“dimensions”) as well as linguistic variations in the rhetorical moves of English research article introductions (RAIs) in applied linguistics written by L1 English and L1 Chinese scholars. Our MDA of a corpus of move segments of RAIs from thirteen applied linguistics journals identifies five functionally interpretable dimensions: grounded evaluation, criticism with caution, stated purposes, author-involved narration of current study versus existing knowledge, and research- versus non-research-related information density. A comparative analysis reveals systematic variation in the linguistic features of specific moves between the RAIs written by L1 English and L1 Chinese scholars. Our findings have useful implications for research and pedagogy of English for academic purposes.
Scope:
Online-Ressource
Note:
Open Access unbekannt
Archivierung/Langzeitarchivierung gewährleistet
Keywords:
academic writing ; contrastive study ; research article introductions ; move analysis ; multidimensional analysis
Classification:
Pädagogik
Sprache
URN:
urn:nbn:de:101:1-2609090725019.181339026724
Collection:
Pedagogy
Sprache
Copyright:
Rights reserved
Accessibility:
Eingeschränkter Zugang mit Nutzungsbeschränkungen

Contents

Table of contents

  • IRAL (Rights reserved)
  • Translanguaging On Country: trauma responsive pedagogy in Australian Aboriginal early childhood education / Dovchin, Sender (CC BY)
  • Shh…is silence really golden? A multivariate analysis of subjectivity in academic writings and translations / Li, Jia (Rights reserved)
  • Mapping oral collocational use by measuring collocational accuracy, complexity, and fluency across different proficiency levels / Estaji, Masoomeh (Rights reserved)
  • Bridging the function-form gap: a multidimensional move analysis of English research article introductions in applied linguistics by L1 English and L1 Chinese scholars / Chi, Yiqing (Rights reserved)
  • ˜Theœ effects of individual differences on adolescent L1 Chinese EFL learners’ incidental vocabulary acquisition through extensive reading / Ding, Chen (Rights reserved)
  • Effects of task complexity and task condition on Chinese EFL learners’ word engagement and incidental vocabulary learning / Liang, Meiqiong (CC BY)
  • Personality as a catalyst for strategic self-regulation in language learning / Przybył, Jakub (CC BY)
  • Towards a model of self-regulation, self-efficacy, working memory, English proficiency, and writing performance in an EFL multimedia writing context / Teng, Mark Feng (Rights reserved)
  • Gender assignment errors in adult L2 Spanish: incorrect assignment or unavailable assignment? / Spinner, Patti (CC BY)
  • Understanding the moderating role of school achievement level between growth mindsets, engagement and achievement in students’ English learning / Liu, Honggang (Rights reserved)
  • Effects of textual enhancement on L2 development: a meta-analysis / Rassaei, Ehsan (Rights reserved)
  • Exploring prompt iteration process through generative AI image creation in EFL vocabulary learning / Hwang, Yohan (Rights reserved)
  • From Yi Language to Mandarin: translanguaging practices and identity construction between actual and ought-to L1 selves / Hu, Hengzhi (Rights reserved)
  • ˜Theœ impact of lexical clustering on beginner Chinese learners: a comparative study of semantic and thematic approaches / Liu, Rongyan (Rights reserved)
  • AI versus teachers and peers: a comparative study on speaking performance, willingness to communicate, self-perceived communicative competence and foreign language anxiety / Wang, Chenghao (Rights reserved)
  • Cognitive fatigue induced by spaced and massed practice: effects on idiom accuracy across L2 proficiency levels / Heidari, Kamal (CC BY)
  • Young learners’ receptive L2 English vocabulary knowledge in relation to extramural English exposure at the onset of formal instruction in Norway / Gyllstad, Henrik (CC BY)
  • Frontmatter (Rights reserved)
  • First-language use in English interlanguage: a multi-CEFR-level spoken learner corpus analysis of Taiwanese learners / Huang, Lan-fen (Rights reserved)
  • Effects of repeated practice on fluency and accuracy in picture description activity: implicit learning by frequency / Yamaoka, Koichi (Rights reserved)
  • ˜Theœ development and initial validation of LexCombi 2: a research-oriented elicitation instrument for L2 learners’ productive collocation knowledge / Brown, Dale (Rights reserved)
  • Translation research and the space for translanguaging: a systematic review of translation literature in secondary and higher education EFL contexts / Putrawan, Gede Eka (Rights reserved)
  • Scale validation and latent profile identification of GenAI competence for pre-service second language teachers / Wu, Hanwei (Rights reserved)
  • Perceptual errors in English connected speech: the case of Japanese learners of English / Hamada, Yo (Rights reserved)
  • What watching subtitled movies does to the learner: the impact of subtitles and modality on cognitive load and vocabulary learning / Baranowska, Karolina (Rights reserved)
  • ˜Theœ effects of pre-task explicit instruction, input modality of task types, and working memory on L2 oral production / Sadeghi, Michael (Rights reserved)
  • Exploring the mediating role of boredom in the relationship between ideal L2 self and engagement in Chinese as a foreign language learning / Xie, Xiao (Rights reserved)
  • Investigating the effect of task modality on the written and oral production of young EFL learners / Gutierrez-Mangado, M. Juncal (Rights reserved)
  • Exploring the dynamic metaphor patterns in describing English public speaking anxiety among Chinese learners / Gao, Fei (Rights reserved)
  • Non-finite clause use in disciplinary research writing: a formulaic sequence-based functional comparison between expert and student writers / Qiu, Xixin (Rights reserved)
  • Relationships between formal and informal input, listening motivation, and listening proficiency among young EFL learners in Hong Kong / Tsang, Art (CC BY)
  • English language teachers’ social media branding: mapping the construction and perception of brand identities on Instagram / Nejadghanbar, Hassan (CC BY)
  • A meta-analysis examining AI-assisted L2 learning / Xu, Guanyao (Rights reserved)
  • Phrasal complexity in EFL learners’ oral performance: The role of task type and proficiency / Bao, Gui (Rights reserved)
  • Impact of methodological differences in task sequencing on second language learning: a multi-level meta-analysis / Abdi Tabari, Mahmoud (Rights reserved)
  • Exploring the hierarchical antecedents of willingness to communicate and its relationship with utterance fluency in learning Chinese as a foreign language / Sun, Peijian Paul (Rights reserved)
  • Emotion profiles of Chinese secondary EFL learners: link with subjective well-being, English achievement, and demographics / Ma, Lihong (Rights reserved)
  • More human than human? Differences in lexis and collocation within academic essays produced by ChatGPT-3.5 and human L2 writers / Zhang, Mengxuan (CC BY)
  • Learner beliefs about vocabulary teaching in secondary ESL classrooms: a proficiency and grade-level analysis / Chung, Edsoulla (CC BY)
  • An accident was happened? Conceptual and input biases in the overpassivization of English unaccusative verbs / Kim, Jieun (CC BY)
  • Grit and foreign language achievement among Chinese university EFL students: a mixed-methods approach / Ding, Feng (CC BY)
  • Students’ L2 grit, foreign language anxiety and language learning achievement: a latent profile and mediation analysis / Liu, Honggang (Rights reserved)
  • Task modality and working memory: oral production improvement through a text-reconstruction task across various proficiency levels in L2 / Sletova, Natalia (Rights reserved)
  • Measuring learners’ writing development in a Chinese as a foreign language (CFL) context / Yang, Li (Rights reserved)
  • Diagnosing EFL writers’ development of discourse competence in disciplinary writing: an ecological approach / Wang, Yumin (Rights reserved)
  • Frontmatter (Rights reserved)
  • Text mining of syntactic complexity in L2 writing: an LDA topic modeling approach / Huang, Zhiyun (Rights reserved)
  • Influence of topic-prominent L1s on the use of L2 English copula be: a corpus-based study / Sung, Min-Chang (CC BY)
  • Which factors predict teachers’ evaluation of the difficulty and usefulness of phrasal verbs in L2 contexts? / Sonbul, Suhad (Rights reserved)
  • Teaching English with Chinese characteristics: a corpus analysis of changes in university curricula / Jiang, Feng (Kevin) (Rights reserved)
  • Examining negative transfer in Cantonese learners of English as a foreign language: an optimality theory approach to English syllable acquisition / Zhao, Ruinan (Rights reserved)
  • Autonomous single language interest predicts vocabulary achievement: the latent growth curve model approach / Alamer, Abdullah (CC BY)
  • Exploring relationships between L1 and L2 writing strategy use and integrated writing performance: a cross-linguistic perspective / Zhu, Xinhua (Rights reserved)
  • Exploring the potential of brief peer review training in enhancing student feedback literacy / Man, Deliang (Rights reserved)
  • Self-regulated learning and task engagement: a SEM analysis / Derakhshan, Ali (Rights reserved)
  • An exploratory study on second language learner engagement in different types of interactive tasks in video-chat and text-chat communication / Qiu, Xuyan (Rights reserved)
  • Stance-taking through APPRAISAL in L1 and L2 English argumentative essays: insights from Vietnamese L2 English / Chung, Tieu Thuy (CC BY)
  • Exploring the interplay of growth mindset, mindfulness, and L2 self-efficacy in second language achievement: a mixed-methods study / Zhang, Lawrence Jun (Rights reserved)
  • Assessing self-efficacy, working memory, and proficiency in a multimedia writing environment / Teng, Mark Feng (Rights reserved)
  • What can multi-factors contribute to Chinese EFL learners’ implicit L2 knowledge? / Zhang, Runhan (Rights reserved)
  • Fluency across modes: an exploratory study of L1 and L2 spoken and written fluency / Mutta, Maarit (Rights reserved)
  • Individual differences in multilingual speakers’ fluency: a qualitative analysis of speech and eye-movement data / Lehtilä, Elina (Rights reserved)
  • Exploring the interplay of trait-like L2 willingness to communicate, international posture, language anxiety and fluency in monologue L2 speech / Szyszka, Magdalena (CC BY)
  • Perceived L2 oral fluency, working memory, foreign language enjoyment and foreign language anxiety: identifying distinct patterns of relationship / Simard, Daphnée (Rights reserved)
  • Speech fluency among L1 Arabic elementary and intermediate learners of English as a foreign language / Albarqi, Ghadah (Rights reserved)
  • L2 fluency across tasks: disentangling demands on conceptualisation and formulation in speech production / Suzuki, Shungo (CC BY)
  • Second language fluency across contexts: introduction to the special issue / Wright, Clare (Rights reserved)
  • Frontmatter (Rights reserved)
  • Corrigendum to: Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners / Shen, Bin (Rights reserved)
  • Perception of English semivowels by Japanese-speaking learners of English / Zhou, Wei William (CC BY)
  • Enhancing the processing advantage: two psycholinguistic investigations of formulaic expressions in Chinese as a second language / Lu, Xiaolong (CC BY)
  • ˜Theœ dynamics of changes in linguistic complexity and writing scores in timed argumentative writing among beginning-level EFL learners / Kim, Minkyung (CC BY)
  • Examining the impact of foreign language anxiety and language contact on oral proficiency: a study of Chinese as a second language learners / Gong, Yang (Frank) (Rights reserved)
  • ˜Theœ effect of form presentation mode and language learning aptitude on the learning burden and decay of L2 vocabulary knowledge / Barclay, Samuel (Rights reserved)
  • Listenership always matters: active listening ability in L2 business English paired speaking tasks / Gao, Wei (CC BY)
  • Assessing effects of source text complexity on L2 learners’ interpreting performance: a dependency-based approach / Jiang, Xinlei (Rights reserved)
  • Incidental learning of collocations through reading an academic text / de la Viña, Inés (Rights reserved)
  • ˜Theœ cognitive-emotional dialectics in second language development: speech and co-speech gestures of Chinese learners of English / Tian, Lixian (Rights reserved)
  • Effects of working memory and task type on syntactic complexity in EFL learners’ writing / Jiang, Lei (Rights reserved)
  • Impact of task type and task complexity on negotiation of meaning in young learners of Chinese as a second language / Yan, Jing (Rights reserved)
  • Promoting interaction and lowering speaking anxiety in an EMI course: a group dynamic assessment approach / Kao, Yu-Ting (CC BY)
  • ˜Theœ impact of out-of-school L2 input and interaction on adolescent classroom immersion and community-L2 learners’ L2 vocabulary: opportunities for interaction are key / Rusk, Brian V. (Rights reserved)
  • Relationship between learner creativity, task planning, and speaking performance in L2 narrative tasks / Qin, Jie (Rights reserved)
  • Influencing factors of L2 writers’ engagement in an assessment as learning-focused context / Wang, Lu (Rights reserved)
  • Exploring learner-related variables in child collaborative writing: interaction mindset, willingness to communicate and proficiency / Calzada, Asier (Rights reserved)
  • ˜Theœ stone left unturned: boredom among young EFL learners / Mahmoudi-Gahrouei, Vahid (Rights reserved)
  • Contributions of significant others to second language teacher well-being: a self-determination theory perspective / Nazari, Mostafa (Rights reserved)
  • Model text as corrective feedback in L2 writing: the role of working memory and vocabulary size / Mujtaba, Syed Muhammad (Rights reserved)
  • Acquisition of collocations under different glossing modalities and the mediating role of learners’ perceptual learning style / Yuan, Xin (Rights reserved)
  • Unpacking changing emotions in multiple contexts: idiodynamic study of college students’ academic emotions / Zhang, Lubei (Rights reserved)
  • Machine translation as a form of feedback on L2 writing / Sasaki, Miyuki (CC BY)
  • Exploring L2 learners’ processing of unknown words during subtitled viewing through self-reports / Wang, Andi (Rights reserved)
  • Learning academic vocabulary through reading online news / Dang, Thi Ngoc Yen (Rights reserved)
  • A Q methodological study into pre-service Chinese as a foreign language (CFL) teachers’ mindsets about teaching competencies / Yuan, Chengwen (Rights reserved)
  • Assessing written production in L2 Mandarin Chinese: fluency and accuracy / Yang, Li (Rights reserved)
  • Frontmatter (Rights reserved)
  • General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning / Chung, Wei-Lun (Rights reserved)
  • A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students / Liu, Sylvia (Rights reserved)
  • Exploring teacher-student interaction in task and non-task sequences / Zhu, Yan (Rights reserved)
  • Developmental trajectories of discourse features by age and learning environment / Butler, Yuko Goto (CC BY)
  • Young L2 learners in diverse instructional contexts / García Mayo, María del Pilar (Rights reserved)
  • Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task / Delgado-Garza, Paloma (CC BY)
  • Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance / Ding, Xixin (Rights reserved)
  • Language transfer in tense acquisition: new evidence from English learning Chinese adolescents / Huang, Haiquan (Rights reserved)
  • Frontmatter (Rights reserved)
  • “Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation / Austin, Tasha (Rights reserved)
  • Exploring self-regulated learning behaviours of young second language learners during group work / Lam, Claudia Dussuel (Rights reserved)
  • ˜Theœ impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023) / Jung, Jookyoung (Rights reserved)
  • “I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers / Rankin, Tom (CC BY)
  • Children learning Mongolian as an additional language through the implementation of a task-based approach / Oliver, Rhonda (Rights reserved)
  • Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading / Teng, Mark Feng (CC BY)
  • Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers / Ton-Nu, Anh (Rights reserved)
  • Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners / Shen, Bin (Rights reserved)
  • An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate / Wang, Yupei (Rights reserved)
  • ˜Theœ influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency / Ziyi, An (Rights reserved)
  • Implementing an oral task in an EFL classroom with low proficient learners: a micro-evaluation / Shintani, Natsuko (Rights reserved)
  • Impact of post-task explicit instruction on the interaction among child EFL learners in online task-based reading lessons / Chung, Yoojin (Rights reserved)
  • Using automated indices of cohesion to explore the growth of cohesive features in L2 writing / Abdi Tabari, Mahmoud (Rights reserved)
  • Meaning-making in English-medium instruction science classroom interaction: from the systemic functional linguistics perspective / Pun, Jack (Rights reserved)
  • Which approach best promoted low-proficiency learners’ listening performance: metacognitive, bottom-up or a combination of both? / Yuan, Xin (Rights reserved)
  • Teaching mental processes to EFL learners: a blended-learning proposal / Arús-Hita, Jorge (Rights reserved)
  • Teaching Chinese grammar through International Chinese Language Education micro-lectures: negotiating mass and presence through multimodal pedagogic discourse / Yu, Zhigang (Rights reserved)
  • Student and teacher beliefs about oral corrective feedback in junior secondary English classrooms / Ye, Xuejun (Rights reserved)
  • Scaffolding instruction in an EFL drama lesson: a systemic functional analysis / Zhang, Dongbing (Rights reserved)
  • Assessing English language learners’ collocation knowledge: a systematic review of receptive and productive measurements / Ding, Chen (Rights reserved)
  • Examining L2 studentsʼ development of global cohesion and its relationship with their argumentative essay quality / Zhang, Jianhua (Rights reserved)
  • Unraveling the differential effects of task rehearsal and task repetition on L2 task performance: the mediating role of task modality / Mostafaei Alaei, Mahnaz (Rights reserved)
  • Enhancing young EFL learners’ written skills: the role of repeated pre-task planning / Guerrero-Gomez, Janire (Rights reserved)
  • SFL as a socially accountable praxis: who and what are we working for? / Harman, Ruth (Rights reserved)
  • System networks as a resource in L2 writing education / Matthiessen, Christian M. I. M. (CC BY)
  • Functional linguistics in life: an embodied approach in teacher education / Zhang, Maverick Y. (Rights reserved)
  • ˜Theœ role of awareness in implicit and explicit knowledge / Kachinske, Ilina (Rights reserved)
  • Broadening the appliability of systemic functional linguistics / Xuan, Winfred Wenhui (CC BY)
  • Frontmatter (Rights reserved)
  • Frontmatter (Rights reserved)
  • Scaffolding in genre-based L2 writing classes: Vietnamese EFL teachers’ beliefs and practices / Nguyen, Loc Tan (Rights reserved)
  • Patterns of interaction between experiential and interpersonal meanings in student texts in Spanish: grounds for system-based applications in an academic writing context / Ignatieva, Natalia (CC BY)
  • Teaching citation to university students / Gardner, Sheena (Rights reserved)
  • Applying embodied meaning of spatial prepositions and the Principled Polysemy model to teaching English as a second language: the case of to and on / Boieblan, Mostafa (Rights reserved)
  • ˜Theœ construct of integrated group discussion (IGD) among undergraduate students: to what extent does group discussion performance reflect performance on IGD tasks? / Cheong, Choo Mui (Rights reserved)
  • ˜Theœ effect of an intervention focused on academic language on CAF measures in the multilingual writing of secondary students / Imaz Agirre, Ainara (Rights reserved)
  • Exploring the professional role identities of English for academic purposes practitioners: a qualitative study / Derakhshan, Ali (Rights reserved)
  • Translanguaging and emotionality of English as a second language (ESL) teachers / Hopkyns, Sarah (CC BY)
  • Emotional labor of a Brazilian public school teacher: domination and resistance in a neoliberal context / de Oliveira, Ana Claudia Turcato (Rights reserved)
  • Frontmatter (Rights reserved)
  • She is “just an intern”: transnational Chinese language teachers’ emotion labor with mentors in a teacher residency program / Zang, Luqing (CC BY)
  • Emotionally (in) hospitable spaces: reflecting on language teacher–teacher educator collaboration as a source of emotion labor and emotional capital / Cinaglia, Carlo (CC BY)
  • Emotion labor in teacher collaboration: towards developing emotional reflexivity / Song, Juyoung (Rights reserved)
  • Commentary: exploring “the pinch” of emotion labor in language teacher research / Miller, Elizabeth R. (Rights reserved)
  • Emotion as pedagogy: why the emotion labor of L2 educators matters / De Costa, Peter I. (CC BY)
  • “I’ve just lived inside a tumble dryer”: a narrative of emotion labour, (de) motivation, and agency in the life of a language teacher / Banegas, Darío Luis (CC BY)
  • Advancing language teacher emotion research: a nuanced, dialectical, and empowering stance / Yuan, Rui Eric (Rights reserved)
  • Frontmatter (Rights reserved)
  • Frontmatter (Rights reserved)
  • Frontmatter (Rights reserved)
  • Emotion labor in response to supervisor feedback: is feedback a burden or a blessing? / Nazari, Mostafa (Rights reserved)
  • On the acquisition of tense and agreement in L2 English by adult speakers of L1 Chinese / Kong, Stano (Rights reserved)
  • Introduction: textual analysis to inform language learning and teaching / Qin, Wenjuan (Rights reserved)
  • Teacher emotions and the emotional labour of modern language (ML) teachers working in UK secondary schools / King, Jim (Rights reserved)
  • Teaching English in an engineering international branch campus: a collaborative autoethnography of our emotion labor / Hillman, Sara (CC BY)

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