LanguageAwarenessJ

Language Awareness (ISI, SCOPUS, Q1) publishes research of language learning and use; Edited by @masatoshi_sato

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Figurative idioms like “go out on a limb” can puzzle L2 learners, but does knowing their literal origins help? A study found that learners who recalled the origins remembered the idioms’ figurative meanings well, while most struggled despite receiving explanations. Abs.=Dutch

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How do L2 learners from different cultures evaluate bias in GenAI-generated text? A study shows that university students can identify and critique bias, but differ in how explicitly they articulate it, suggesting culturally responsive critical AI literacy instruction. Abs.=Arabic

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The Language Awareness movement grew in UK schools in the 1980s but faded. Interviews with practitioners explored what helped and hindered it, highlighting creativity, the national curriculum, and local networks, with implications for language education reform. Abs.=Japanese

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Do self-efficacy and metacognitive strategies contribute similarly to language achievement across proficiency levels? A study guided by Island Ridge Curve Theory shows that their contributions vary across L2 levels, strongest at the medium-proficiency level. Abs.=Chinese

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Register here: https://t.co/LQCmmdHjMD

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📢 Free Online Talk Series!
The Association for Language Awareness invites you to join the webinar series “Language Learning, Language Teaching and Language Use in Local, National and Global Perspectives,” running from September 2026 to February 2028!

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🔗Read the full article (OPEN ACCESS): https://t.co/iHVvtbKFTT

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Revitalising minority languages like Basque is a concern in multilingual societies and educational settings. Interviews with educators highlight how their language awareness involves navigating structural, relational, and emotional dimensions in everyday practice. Abs.=Basque

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🚨 New Issue Alert!
Language Awareness, Vol. 35, Issue 3 (August 2026) is now live on Taylor & Francis Online!

Featuring research on feedback through technology and GenAI, telecollaboration, learner beliefs and mindsets, motivation and self-regulated strategies, and more.

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🔗Read the full article: https://t.co/pa0kog6RVJ

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Ever wondered why some learners actively seek and use feedback while others do not? 🤔A study found that learners’ L2-specific motivational tendencies play an important role in feedback seeking, monitoring, and use in the language classroom. Abs.=Persian

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How do Chinese secondary students regulate motivation when learning English? The study mapped their motivational strategies and orientations, revealing that setting specific goals (e.g., target grade or skill) may strengthen effort and improve language performance. Abs.=Chinese

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https://t.co/YlAYEo1xxd

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How does languaging—articulating questions about language use—impact language learning? This study examined Japanese EFL learners’ written languaging for themselves or their peers and showed that writing for peers may improve English article accuracy. Abs.=Japanese