Acceso usuarios
págs. 7-10
Qian Shi
, Yuhao Liang, Xiangdong Xu
págs. 11-29
Impact of a virtual reality intervention on Palestinian EFL students’ speaking skills
Ahmad Mohammad Ahmed Abhari, Elvira Barrios 
págs. 31-45
Pedagogical models of generative AI in Secondary English language teaching
Silvia Corral Robles , Pedro Ortega Rodríguez, Zayda María García Mora
págs. 47-64
Aydan Irgatoğlu, Özkan Kırmızı, Hatem Öcel Collen
págs. 65-85
Navigating the concept of critical pedagogy in Latin American language education: A systematic review, 2015–2025
Miguel Martínez Luengas, Lorena Caviedes
págs. 87-102
Artificial Intelligence in teaching creative writing: A systematic review in L1 and additional languages learning contexts
Antonio Acosta Sánchez, Fernando Trujillo Sáez , Blasina Cantizano Márquez
págs. 103-125
EIL input, gender, and metacognitive listening strategies in CEFR-aligned primary EFL
Elena Moreno Fuentes, Mª Luisa Vázquez Pérez, Jesús Manuel Nieto García
págs. 127-143
How to teach grammar? A contrastive study of the beliefs of in-service language teachers
Raquel Sanz Moreno, Theodora Maria Marin Ciocan
págs. 145-167
José Manuel de Amo Sánchez Fortún , Kevin Baldrich Rodríguez, Juana Celia Domínguez Oller, Carmen Pérez García
págs. 169-186
Towards an integrative approach to teaching Spanish pronunciation to Mandarin-speaking learners
Jesús Ángel Cocero Carrasco, Alicia Sola Prado
págs. 187-208
The flipped classroom approach: Enhancing behavioral, cognitive, emotional engagement, and language learning in elementary language classes
Maryam Kenevisi, Afsaneh Ghanizadeh, Safoura Jahedizadeh
págs. 209-224
Teacher support and student engagement in foreign language learning: The mediation of L2 grit
Jinhua Zhou, Xiaoyan Zhuo, Yongliang Wang
págs. 225-243
Exploring how psychological capital and grit shape language learners' psychological well-being in AI-based educational contexts: A bifactor analysis
Hehe Huang, Qiumei Wang
págs. 245-264
Ali Derakhshan, Fakieh Alrabai
págs. 265-285
Tânia Santos Ferreira, Rui Pereira
págs. 287-304
Lingzhi Peng (res.)
Es reseña de:
Building Disciplinary Literacies in Content and Language Integrated Learning / coord. por Julia Hüttner, Christiane Dalton-Puffer
Taylor & Francis Group, Routledge, 2024. ISBN 978-1-003-40368-5
págs. 305-308
Mehmet Altay (res.)
Es reseña de:
The Affective Dimension in English-Medium Instruction in Higher Education
D Lasagabaster (coord.), A. Fernández Costales (coord.), F. González Mujico (coord.)
Multilingual Matters, 2025
págs. 309-311
Mehdi Solhi (res.)
Es reseña de:
Frontiers in Technology-Mediated Language Learning. New Directions in Computer Assisted Language Learning
Mark Peterson (coord.), N. Jabbari (coord.)
Routledge, 2024
págs. 313-315
Hang Li (res.), Yongliang Wang (res.)
Es reseña de:
Technology-Mediated Language Teaching. From Social Justice to Artificial Intelligence
J. Muñoz Basols, M. Fuertes Gutiérrez, L. Cerezo
Multilingual Matters, 2025
págs. 317-319
He Wang (res.), Hongyan Liang (res.)
Es reseña de:
Technology and Language Learning. Effective Podcasting and Video-Based Language Teaching Practices in the Age of Generative AI
Eric Friginal, Wing Yee Jenifer Ho
London : Routledge, 2026
págs. 321-324
