Abstract To shed light on the dynamic interplay between collaborative writing research and its application in L2 contexts, this paper discusses three critical relationships. The first relationship focuses on research findings that have been reasonably well applied in practice, highlighting areas such as activity types and grouping strategies in collaborative writing, computer-mediated collaborative writing, and the impact of collaborative writing activities on student writing performance. The second relationship examines areas where research findings have not been sufficiently applied in practice, including the quality of student interactions, the emotional experiences of students during collaborative writing, and the long-term effects of collaborative writing on individual writing development. The last relationship identifies issues that are under-represented in research but are crucial in practice, such as feedback and evaluation practices, individual learner development, and pre-writing training in collaborative writing. For the second and third relationships, marked by mismatches between research and practice, implications are drawn to help teachers apply research insights and encourage researchers to address practical priorities. In conclusion, the paper provides suggestions to address each of the relationships to strengthen the research-practice link.

Abstract This plenary critically examines the role of English medium instruction (EMI) preparatory programmes in supporting student success across global higher education. Drawing on a systematic, critical review of empirical studies published between 2015 and 2025, it explores how such programmes influence learning outcomes, motivation, pedagogy, and equity. Through the narrative lens of a Turkish student, Eylül, the discussion highlights how linguistic proficiency alone seldom ensures disciplinary engagement or academic confidence. Evidence from recent EMI research demonstrates that programmes integrating language and content, authenticity, and translanguaging practices most effectively prepare students to ‘think through English’. The paper concludes by identifying gaps in longitudinal and cross-contextual evidence and calls for pedagogical and policy designs that move beyond language support toward sustainable, inclusive, and identity-affirming EMI education.

Abstract This article provides an overview of key challenges in second language (L2) pronunciation learning and teaching within the context of instructed second language acquisition (SLA), with the goal of identifying promising directions for future research. It begins by examining persistent difficulties in L2 pronunciation instruction, such as the typically limited quality of input and the dominant emphasis on grammar and vocabulary in communicative language teaching (CLT). These conditions often result in learners having limited awareness of their pronunciation needs and teachers facing challenges in incorporating pronunciation instruction into CLT-based curricula. The article then reviews emerging instructional approaches that aim to integrate attention to phonetic form within CLT, highlighting the need for further empirical investigation. In addition, several pronunciation training techniques, some underexplored (HVPT, shadowing, embodied pronunciation training, captioned video, accent imitation, and pronunciation self-assessment), are briefly described, with an emphasis on their pedagogical potential both inside and outside the classroom. Finally, the article considers the role of individual differences in L2 pronunciation development and proposes directions for future research in instructed SLA.

Abstract This study investigated the interaction between oral task enjoyment and task repetition and the effect of this interaction on second language learners’ speech complexity, accuracy, and fluency. In the context of task-based language teaching, task enjoyment is a context-specific, situational emotion that arises during task performance and is hypothesised to enhance engagement, motivation, and overall task performance, whereas task repetition is a classroom procedure shown to improve fluency, and possibly also complexity and accuracy. Fifty-two Polish young adult learners of L2 English completed the Oral Task Enjoyment Scale before exact task repetition. Their oral task performances were analysed before and after immediate exact task repetition. Results from Generalized Linear Model analysis reveal that 1) task repetition enhances lexical diversity and marginally improves fluency, 2) higher levels of oral task enjoyment positively influence learners’ lexical diversity, correct verb forms, and speech rate, yet 3) its interaction with task repetition is not significant, suggesting that task repetition benefits are consistent across different levels of enjoyment. These findings imply that task repetition is an effective strategy for improving language performance, regardless of learners’ emotional engagement with the task.

Abstract Although word lists have generated a great deal of attention from researchers, there has been no comprehensive review of the applications of word lists in second language learning and teaching. This article reviews the development, validation, and applications of 50 word list studies that were published and discussed in major international peer-reviewed Applied Linguistics and TESOL journals from 2013 to 2023. It shows that the methodology of word list development and validation has become more sophisticated and word list developers can see many potential applications of their lists in research and pedagogy. However, most applications of recently developed word lists have been restricted to the BNC/COCA lists developed by Paul Nation, and little is known about the degree to which most word lists have been used in pedagogical contexts. Our review indicates several directions for future research on word lists, including exploring the impact of published lists on pedagogy, replicating word list studies for learners in underrepresented contexts, and developing sustainable, low-cost methods of developing word lists to allow teachers and learners to create lists serving their own needs.