EDITORIAL March 2026

10.30466/ijltr.2026.121919

Karim Sadeghi

• View Article

Taiwanese EMI Teachers’ Views of the Role of Language Support for Students in their Disciplines

Pages 1-25

10.30466/ijltr.2026.56372.3093

Chiuhui Wu; Jack C. Richards

• View Article
• PDF 1.17 M

Exploring the Relationship between Classroom Social Climate, Emotion Regulation Strategies and Written Corrective Feedback Engagement among Iranian EFL Learners

Pages 27-60

10.30466/ijltr.2026.56109.3000

Omid Mallahi

• View Article
• PDF 790.79 K

Telecollaborative E-Feedback in EAP Writing: A Qualitative Study of Peer and Instructor Interactions

Pages 61-81

10.30466/ijltr.2026.121921

Imelda Bangun; Patrick Mannion; Zhengjie Li; John I. Liontas

• View Article
• PDF 1.12 M

Unraveling the Interplay of Grit, Motivation, and Achievement among EFL Learners

Pages 83-103

10.30466/ijltr.2026.56012.2968

Gülcan Yılmaz; Tutku Başöz

• View Article
• PDF 797.87 K

A Critical Approach to Syllabus Type and Language Teacher Emotion Labour: The Case of Iranian and Turkish Teachers

Pages 105-123

10.30466/ijltr.2026.55836.2905

Davoud Amini; Sahar Samadzadeh

• View Article
• PDF 681.24 K

Particularizing the Underlying Factors in Iranian and Canadian English Teachers’ Immunity

Pages 125-150

10.30466/ijltr.2026.55376.2747

Abdolreza Khalili; Parviz Alavinia

• View Article
• PDF 745.54 K

Technique Feature Analysis Revisited: Enhancing Digital Game-Based Vocabulary Learning Design

Pages 151-179

10.30466/ijltr.2026.56272.3050

Amin Rasti-Behbahani; Amir Mashhadi

• View Article
• PDF 1.51 M

Comparative Analysis of neural Activation Patterns during Manual and Digital Writing: An Electroencephalography Study in University Students

Pages 181-204

10.30466/ijltr.2026.55859.2917

Antonio Hernández Fernández; Claudia De Barros Camargo

• View Article
• PDF 3.8 M