C

Cocks, N. (2024) Student-centred: education, freedom, and the idea of audience. 2nd edition. Axis Series, 7. Inkermen Press/Axis, pp225. ISBN 9781803527109 (In Press)

G

Galloway, N., Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 and McKinley, J. (2024) English for specific purposes in surging English-medium instruction contexts. Journal of English-Medium Instruction. ISSN 2666-8890 doi: https://doi.org/10.1075/jemi.23011.gal

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984, Hofweber, J., Fisher, L. and Krüsemann, H. (2024) Literature and second language vocabulary learning: the role of text-type and teaching approach. Modern Language Journal, 108 (3). pp. 579-600. ISSN 1540-4781 doi: https://doi.org/10.1111/modl.12946

J

Jennings, B., Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407, Jaworska, S. ORCID: https://orcid.org/0000-0001-7465-2245 and Joseph, H. ORCID: https://orcid.org/0000-0003-4325-4628 (2024) A corpus study of English language exam texts: vocabulary difficulty and the impact on students’ wider reading (or should students be reading more texts by dead white men?). Journal of Adolescent and Adult Literacy. (In Press)

K

Krüsemann, H. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2024) “Learning German is like…”: how learner representations, motivational beliefs, and perceptions of public views relate to motivation for continuing German study. Language Learning Journal. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2024.2388116 (In Press)

M

Mansouri, K., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910 (2024) An exploratory study on teachers’ and learners’ self-efficacy beliefs in foreign language listening in Algeria. In: Wyatt, M. and Faez, F. (eds.) Building the self-efficacy beliefs of English language learners and teachers: New perspectives for research, teaching and learning. Routledge, New York. doi: https://doi.org/10.4324/9781003379300 Pages

Morea, N. ORCID: https://orcid.org/0000-0003-0623-3078 and Ghanbar, H. (2024) Q methodology in applied linguistics: a systematic research synthesis. System, 120. 103194. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2023.103194

Morea, N. ORCID: https://orcid.org/0000-0003-0623-3078, Kasprowicz, R. ORCID: https://orcid.org/0000-0001-9248-6834, Morrison, A. and Silvestri, C. ORCID: https://orcid.org/0000-0003-1375-8729 (2024) Diverse population, homogenous ability: the development of a new receptive vocabulary size test for young language learners in England using Rasch analysis. Research Methods in Applied Linguistics, 3 (3). 100166. ISSN 2772-7661 doi: https://doi.org/10.1016/j.rmal.2024.100166

S

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2024) English as an international language in English-medium education. In: Galloway, N. and Selvi, A. F. (eds.) The Routledge Handbook of Teaching English as an International Language. Routledge Handbooks in Applied Linguistics. Routledge, London. ISBN 9781032888330 (In Press)

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2024) English-medium instruction in Turkish universities: policies, practices, and perceptions. Routledge, pp96. ISBN 9781032065311

Sahan, K. ORCID: https://orcid.org/0000-0003-4423-3108 (2024) Why study in English? Teachers’ and students’ perceptions of EMI policy and motivations at Turkish universities. In: Lasagabaster, D., Fernandez-Costales, A. and Gonzalez-Mujico, F. d. L. (eds.) The affective dimension in language learning in higher education. Multilingual Matters, Bristol. ISBN 9781800417649 (In Press)

Silvestri, C. ORCID: https://orcid.org/0000-0003-1375-8729 (2024) Complementary schools as ‘breathing spaces’: identity, multilingualism and critical pedagogies in heritage language education. Language and Education. ISSN 1747-7581 doi: https://doi.org/10.1080/09500782.2024.2404089 (In Press)

V

Viesca, K. M., Ailsaari, J., Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Hammer, S., Lemmrich, S., Routarinne, S. and Teemant, A. (2024) Orientations for co-constructing a positive climate for diversity in teaching and learning. In: Braselmann, S., Eibensteiner, L. and Volkmann, L. (eds.) Teacher Education in (Post-)Pandemic and (Post-)Digital Times: International Perspectives on Intercultural Learning, Diversity and Equity. Peter Lang, Oxford, pp. 59-78. ISBN 9783631872222 doi: https://doi.org/10.3726/b21759

Z

Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984 and Zhang, S. (2024) Multimedia enhanced vocabulary learning: the role of input condition and learner-related factors. System, 122. 103275. ISSN 1879-3282 doi: https://doi.org/10.1016/j.system.2024.103275