Article

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 and Zhang, P. A. ORCID: https://orcid.org/0000-0002-2136-4984 (2024) Learning vocabulary through listening. AILA Review. ISSN 1570-5595 doi: https://doi.org/10.1075/aila.24019.gra

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Zhang, P. A. ORCID: https://orcid.org/0000-0002-2136-4984 (2024) Learning vocabulary through listening: the role of strategy use and linguistic proficiency. AILA Review, 37 (2). pp. 241-265. ISSN 1570-5595 doi: https://doi.org/10.1075/aila.24019.gra

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

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)

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)

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

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)

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

Book or Report Section

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

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) 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)

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

Book

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)

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