• A Non-structured, Empowered and Activity-oriented English Immersion Program in an EFL Setting
  
• Advanced English Conversations for World Games 2009 Textbook: Design and Evaluation
  
• An Analysis of English Textbooks Used at Iranian Guidance Schools in Terms of Bloom's Taxonomy
  
• Blogging as Mediated Action in the Development of Two EFL Teachers: An Activity Theory Approach
  
• Critical Literacy in the EFL Classroom: Evolving Multiple Perspectives through Learning Tasks
  
• Developing Teacher Autonomy and Reflective Practice through an Online Teacher Education Course
  
• Distraction or Instruction: The Role of Online Interactive Games in a Child's Second Language Acquisition
  
• Do We Reliably Know What EFL Students Like in English Classrooms at University Level?
  
• Effects of L2 Writing Proficiency and Reader Awareness on EFL Students' Writing Product and Process On-Line: Computer-based Observation
  
• Effects of Listening Strategy Training for EFL Adult Listeners
  
• EFL Learners' Language Learning Strategy Use as a Predictor for Self-Directed Learning Readiness
  
• Equalizing Classroom Participation
  
• Evaluating the Influence of Monocomponential and Polycomponential Types of Input-Based Task on Recognizing and Producing L2 Request Downgraders
  
• Exploring Test Takers' Cognition in a High-stakes Reading Test: An Eye-tracking Study
  
• From Communicative Activity to Task: A Short but Significant Journey
  
• Helping Remedial Students Help Themselves: Causal Attribution and Language Proficiency
  
• Lexical Chains or Semantic Networks as Effective Top-down Pre-reading Activities
  
• "Orientalism" and Contrastive (Intercultural) Rhetoric: A Response to What Said Has Said
  
• Previewing and EFL Reading Comprehension
  
• Professional Survival in a Neoliberal Age: A Case Study of an EFL Teacher in China
  
• Students and Lecturers' Perceptions of What Constitutes Effective Teaching Behavior in a University
  
• Students' Attitudes Toward Undertaking Writing Activities on Extensive Reading
  
• Teacher Read-Alouds in an ESL Context
  
• Teachers' and Students' Attitudes Toward Error Correction in L2 Writing
  
• The Effects of Freewriting Exercises on Adult Korean Students' English Learning
  
• The Effects of Teacher Feedback on EFL Students' Writing in a Korean University Class
  
• The Intra- and Inter-task Effectiveness of Direct and Indirect Written Corrective Feedback
  
• The Use of L1 Support: Teachers' and Students' Opinions and Practices in an indonesian Context
  

• 'Close Your Book and Open Your Facebook': A Case for Extending Classroom Collaborative Activities Online
  
• A Comparison of the Roles of Two Teachers in a Team-Teaching Classroom in a Japanese Junior High School
  
• A Contextualised Study of EFL Learners' Vocabulary Learning Approaches: Framework, Learner Approach and Degree of Success
  
• An Explorative Study of Chinese College English Teachers' Professional Development
  
• An Inter-Cultural Approach to Network-Based Language Learning
  
• Analyzing Patterns of Classroom Interaction in EFL Classrooms in Iran
  
• Challenges in Conducting Classroom-Based Research in EFL Settings
  
• Classroom Negotiation and Learner Participation
  
• Collaboration between Native and Non-native English-Speaking Teachers: How Does It Work?
  
• Corrective Feedback and Learner Uptake in Primary School EFL Classrooms in China
  
• Critical Literacy in an EFL Classroom in Vietnam: Agentive Empowerment, Ideological and Language Transformations
  
• Cross-border Telecommunication: A Task-based Collaboration at College Level
  
• Declarative Knowledge: Does It Mediate the Effect of Recasts and Prompts in an EFL Classroom Setting?
  
• Deconstructing aspects of native speakerism: reflections from inservice teacher education
  
• Developing Learners' Oral Communicative Language Abilities: A Collaborative Action Research Project in Argentina
  
• Developing Teacher Autonomy and Reflective Practice through an Online Teacher Education Course
  
• Distraction or Instruction: The Role of Online Interactive Games in a Child's Second Language Acquisition
  
• Do L2 Proficiency and L1 Reading Strategies Affect Persian EFL Learners' Use of English Reading Strategies? Threshold Hypothesis Revisited
  
• English Teachers' Actual and Ideal Interpersonal Behavior and Students' Outcomes in Secondary Schools of Thailand
  
• Error Treatment in EFL S-CMC Tasks: An Analysis of Corrective Feedback
  
• ESL Teachers' Use of Corrective Feedback and Its Effect on Learners' Uptake
  
• Examining a Metacognitive Instruction Model
  
• Exploring the Interplay of Planning Time, Reasoning Demands, and Language Learning Aptitude in Iranian EFL Learners' Written Production
  
• Foreign English Teachers in the Chinese Classroom : Focus on Teacher-Student Interaction
  
• Globalizing ESL Classrooms: The Design Principles of Academic Reading Strategies Instruction for On-Line Adult Learners
  
• How Do Mainland Chinese Learners of English Use Compensatory Strategies to Aid Communication: A Qualitative Analysis in Three Communicative Environments
  
• How Newcomer English as Second Language Learners Become Experienced Learners Through Socialization in Classroom Sommunities
  
• Identifying with the L2 Self: Study Abroad Experiences of Japanese English Language Learners
  
• Improving Grammatical Accuracy in Thai Learners' Writing: Comparing Direct and Indirect Written Corrective Feedback
  
• Individual Accountability in Cooperative Learning in EFL Classrooms: More Opportunities for Peer Interaction
  
• Interaction Online Creative Activities for Blended Learning
  
• Investigating the Effect of Training on Raters' Bias toward Test Takers in Oral Proficiency Assessment: A FACETS Analysis
  
• Korean English Speakers' Perceptions of East-Asian English Speakers' Pronunciation
  
• Learners' Roles in a Peer Feedback Task: Do They View Themselves as Writers or Reviewers?
  
• Learning English tensesTthrough the Theory of Variation
  
• Lexical Chains or Semantic Networks as Effective Top-down Pre-reading Activities
  
• Native-English-Speaking Teachers' Construction of Professional Identity in an EFL Context: A Case of Vietnam
  
• Ongoing Speaking Anxiety of Korean EFL Learners: Case Study of a TOEIC Intensive Program
  
• Participants' Perceptions on a Multi-goal Oriented English Language Education Policy: A Case of Talk (Tech and Learn in Korea)
  
• Persistent Monologicality amidst Variation in Teachers' Questioning Practices in Malaysian English Language Classrooms
  
• Principled Polycentrism and Resourceful Speakers
  
• Proposed Changes in the Senior Secondary Curriculum in English Language in Hong Kong: Perceptions of School Principals and Teachers
  
• Role Assigning in Jigsaw Classroom: An Asian Classroom Reality Revealed
  
• Roles of Output in Foreign Language Learning: A Case of Collaborative Grammar Task
  
• School-University Partnerships in English Language Teacher Education: Tensions, Complexities and the Politics of Collaboration
  
• Skill Level Based Cooperative Peer Feedback in EFL Writing Students
  
• Speech Intelligibility of Korean EFL Learners: Role of Proficiency, Text Type and Text Length
  
• Students and Lecturers' Perceptions of What Constitutes Effective Teaching Behavior in a University
  
• Task-based Intercultural Language Teaching in EFL Classroom
  
• Teaching by Principles: An Interactive Approach to Language Pedagogy
  
• Teaching Global English with NNS-NNS Online Communication
  
• The Challenge of Informed Use: A Unique IT Experience for Teachers and Students from the
  
• The Effect of Note-taking Strategies Instruction on the Students' Academic Achievement
  
• The Effect of Task Complexity and Language Proficiency on Task-Based Language Performance
  
• The Effects of Task Modality and Type on Korean EFL Learners' Interactions
  
• The Implementation of Project-based Learning: A Study in Two Hong Kong Secondary English Classrooms
  
• The Interplay of Receiving, Accepting, and Asking for Strokes and Iranian EFL Teachers' Perceived Self-Efficacy
  
• The Relationship of Language Learning Strategies and Personality on English Proficiency in Japanese University Students
  
• Topic Interest and Goal Orientation:An Investigation on Middle School EFL Students in Vietnam
  
• Towards a Pedagogical Framework for Participatory Learning in EAP
  
• Two Affective Variables and Language Learners' Perceptions of Classroom Interaction
  
• Uses of First and Foreign Languages as Learning Resources in a Foreign Language Classroom
  
• Using Peer-led Story Discussions with Junior College EFL Learners
  
• Written Feedback and Oral Interaction: How Bimodal Peer Feedback Affects EFL Japanese Students
  
• ZPD-Based Dynamic Assessment and Collaborative L2 Vocabulary Learning
  

• An Analysis of the Role of Teacher in Distance Learning: A Comparative Study of the Instructor in
  
• Globalizing ESL Classrooms: The Design Principles of Academic Reading Strategies Instruction for On-Line Adult Learners
  
• Language Learning Strategies in Distance English Learning: A Study of Learners at Shantou Radio and Television University, China
  
• Motivation and Beliefs in Distance Language Learning: The Case of English Learners at SRTVU, an Open University in China
  
• Paired Peer Review in a Distance-taught EFL Writing Course
  

• But?쫁hat Will the Students Think? Factors Shaping University English Language Teachers' Decisions to Teach Grammar
  
• Effects of Cognitive Comparison during Focus-on-Form Instruction on Japanese EFL Learners' Acquisition of Grammar*
  
• Forms or Meaning? Teachers' Beliefs and Practices Regarding Task-based Language Teaching: A Vietnamese Case Study
  
• Roles of Output in Foreign Language Learning: A Case of Collaborative Grammar Task
  
• Teachers' Perceptions of Textbook and Teacher's Guide: A Study in Secondary Education in Bangladesh
  

• Exploring the Interplay of Planning Time, Reasoning Demands, and Language Learning Aptitude in Iranian EFL Learners' Written Production
  
• Task-based Strategy Assessment: The Effect of Task Difficulty on Listening Strategy Use of Advanced EFL Learners
  
• The Effect of Task Complexity and Language Proficiency on Task-Based Language Performance
  
• The Effect of Task Demands of Intentional Reasoning on L2 Speech Performance
  
• The Intra- and Inter-task Effectiveness of Direct and Indirect Written Corrective Feedback
  

• Evaluating the Influence of Monocomponential and Polycomponential Types of Input-Based Task on Recognizing and Producing L2 Request Downgraders
  
• Exploring EFL Writers' Attitudes towards Reading-to-Write and Writing-Only Test Tasks: A Qualitative Approach
  
• Linguistic Differences in the Writing Performance of Adolescent EFL Learners: The Influence of Independent and Integrated Tasks
  
• The Effects of Task Modality and Type on Korean EFL Learners' Interactions
  

• Identifying with the L2 Self: Study Abroad Experiences of Japanese English Language Learners
  
• Students' Perceptions of EMI in Higher Education in Korea
  
• Successful Strategies: Test-Taking Strategies for the TOEFL
  
• The Influence of a Study Abroad Teacher Training Program on the Language Development of Korean Teachers of English
  

• Analyzing the Journal Corpus Data on English Expressions Across Disciplines
  
• But?쫁hat Will the Students Think? Factors Shaping University English Language Teachers' Decisions to Teach Grammar
  
• How Newcomer English as Second Language Learners Become Experienced Learners Through Socialization in Classroom Sommunities
  
• Teaching Grammar: A Survey of Teachers' Attitudes in Vietnam
  
• Thinking Critically about Critical Thinking in TESOL: East vs. West
  
• Towards a Pedagogical Framework for Participatory Learning in EAP
  

• Approaches to Content-Based Academic Writing
  
• Competence Differences Between Native and Near-Native Speakers: Is Puberty the Cut-off Age for Access to UG?
  
• Formal Instruction and the Acquisition of Linguistic Features
  
• How Newcomer English as Second Language Learners Become Experienced Learners Through Socialization in Classroom Sommunities
  
• Native English-Speaking Teachers' Quandary: What to Do with So Many Students?
  
• Schools of Fish: English for Access to International Academic and Professional Communities
  

• A Non-structured, Empowered and Activity-oriented English Immersion Program in an EFL Setting
  
• Comparison of Teacher Talk of Korean and Native English-speaking Teachers: On the Efficiency of Delivering Content Knowledge in EFL Contexts
  
• Late Immersion in Hong Kong: A Pedagogical Framework for Integrating Content-language Teaching and Learning
  
• Schools of Fish: English for Access to International Academic and Professional Communities
  

• An Analysis of the Relationship between Presence, Consciousness and Performance in Learner-centered Communicative Learning Using SCMC - Experimental Study
  
• An Evaluation Approach Towards Feedback Improvement in the Context of Initial Teacher Training in ELT
  
• Considering the Effectiveness of Recasts on Japanese High School Learners' Learning
  
• Corrective Feedback and Learner Uptake in Primary School EFL Classrooms in China
  
• Cross-border Telecommunication: A Task-based Collaboration at College Level
  
• Declarative Knowledge: Does It Mediate the Effect of Recasts and Prompts in an EFL Classroom Setting?
  
• Dialogic Competence of Primary School English Teachers in Online Peer Coaching: A Case Study in South Korea
  
• Error Correction in College EFL Writing Instruction: Students' Expectations and Correction Effects
  
• Error Treatment in EFL S-CMC Tasks: An Analysis of Corrective Feedback
  
• ESL Teachers' Use of Corrective Feedback and Its Effect on Learners' Uptake
  
• Feedback and Uptake in Chinese EFL Classrooms: In Search of Instructional Variables
  
• How Prepared are the Preservice ESL Teachers to Teach: Insights from University Supervisor Feedback
  
• Improving Grammatical Accuracy in Thai Learners' Writing: Comparing Direct and Indirect Written Corrective Feedback
  
• Improving Korean University Student EFL Academic Writing with Contrastive Rhetoric: Teacher Conferencing and Peer Response Can Help
  
• Indirect Feedback: A Plausible Suggestion for Overcoming Error Occurrence in L2 Writing
  
• Learners' Roles in a Peer Feedback Task: Do They View Themselves as Writers or Reviewers?
  
• Paired Peer Review in a Distance-taught EFL Writing Course
  
• Pedagogical Practice and Students' Perceived Effectiveness of Web-based Automated Speech Evaluation
  
• Preference of Corrective Feedback Approaches Perceived by Native English Teachers and Students
  
• Recast and Metalinguistic Feedback in Teaching and Learning L2 Writing: A Comparative Study
  
• Skill Level Based Cooperative Peer Feedback in EFL Writing Students
  
• Student and Teacher Preferences in Written Corrective Feedback
  
• Teacher-correction, Peer-correction and Self-correction: Their Impacts on Iranian Students' IELTS Essay Writing Performance
  
• Teachers' and Students' Attitudes Toward Error Correction in L2 Writing
  
• Teaching Grammar: A Survey of Teachers' Attitudes in Vietnam
  
• The Effects of Different Types of Feedback on Revision
  
• The Effects of Teacher Feedback on EFL Students' Writing in a Korean University Class
  
• The Effects of Teachers' Written Comment Types and Iranian EFL Learners' Attitudes
  
• The Effects of Written Feedback in the Form of Recasts
  
• The Intra- and Inter-task Effectiveness of Direct and Indirect Written Corrective Feedback
  
• Using Focus on Form Instruction in the Teaching and Learning of Grammar in a Malaysian Classroom
  
• Using Weblogs to Promote Critical Thinking through Asynchronous Online Discussion
  
• What Influences the Quality of Japanese College Students' Writing in English as a Foreign Language?
  
• Writing Teacher Views on Teacher Feedback: A Shift from Grammar Corrector to Motivator
  
• Written Feedback and Oral Interaction: How Bimodal Peer Feedback Affects EFL Japanese Students
  
• ZPD-Based Dynamic Assessment and Collaborative L2 Vocabulary Learning
  

• Paired Peer Review in a Distance-taught EFL Writing Course
  
• Skill Level Based Cooperative Peer Feedback in EFL Writing Students
  
• The Effects of University English Writing Classes Focusing on Self and Peer Review on Learner Autonomy
  

• 'Close Your Book and Open Your Facebook': A Case for Extending Classroom Collaborative Activities Online
  
• A Cross-Sectional Contrastive Analysis of Japanese Students' English Composition Skills
  
• A Quasi-Longitudinal Study on English Learning Motivation and Attitudes: The Case of South Korean Students
  
• A Study of Cognitive Level of Bilingual Proficiency: What Makes Balanced Bilinguals?
  
• Approaches to Content-Based Academic Writing
  
• Attitudes of Students in the Eight ASEAN Free Flow of Labor Professions towards World Englishes
  
• Beware of Blind Westernisation of TEFL in Asia: A Chinese Case Study
  
• Boosting Students' Autonomy as well as Writing Accuracy and Fluency through Journal Writing
  
• Chinese College Students' Reaction to CAI:A Case Study
  
• College EFL Learners' Speaking Motivation under English-medium Instruction Policy
  
• Competence Differences Between Native and Near-Native Speakers: Is Puberty the Cut-off Age for Access to UG?
  
• Cross-border Telecommunication: A Task-based Collaboration at College Level
  
• Demotivation: Understanding Resistance to English Language Learning - The Case of Vietnamese Students
  
• Developing Learners' Oral Communicative Language Abilities: A Collaborative Action Research Project in Argentina
  
• Digital Semiotics in ESP/EAP Materials Development: The Study of the Effects of DVD Options for Developing Text-Independent Thinking / Reading
  
• Does Teaching to the Test Exist?: A Case Study of Teacher Washback in Taiwan
  
• Effects of Dynamic Assessment on College EFL Learners' Reading Skills
  
• Exploring Motivational Changes for Short In-class Extensive Reading
  
• Exploring the Concept of the Ideal L2 Self in an Asian EFL Context: The Case of Japanese University Students
  
• Factors Affecting Motivation for Short In-class Extensive Reading
  
• Flipping a Chinese University EFL Course: What Students and Teachers Think of the Model
  
• Foreign English Teachers in the Chinese Classroom : Focus on Teacher-Student Interaction
  
• From the State of Motivated to Demotivated: Iranian Military EFL Learners' Motivation Change
  
• Generational Status: An Ignored Variable in Language Learning Studies?
  
• Globalizing ESL Classrooms: The Design Principles of Academic Reading Strategies Instruction for On-Line Adult Learners
  
• Heritage Narratives, Motivation to Learn English and the Development of National Identity: An Indonesian Perspective
  
• Identifying with the L2 Self: Study Abroad Experiences of Japanese English Language Learners
  
• Implementation of SMART Teaching 3.0: Mobile-Based Self-Directed EFL Teacher Professional Development
  
• Importance of Ongoing Motivation for EFL Writers' Performance: Growth Curve Modeling
  
• Individual and Social- Psychological Variables Related to Bangladeshi Students and Their Proficiency in ESL
  
• Inspiring Teachers, Inspiring Learners: Impact of Teacher Professional Identity on Learner Motivation in EFL Classrooms
  
• Intrinsic Motivation in the EFL School Context: A Retrospective Study of English Learning Experiences in Japanese Elementary Schools
  
• Investigating the Impact of Modeling on the Teaching of Process Writing in a Primary Class
  
• L2 Selves and Motivations in Asian Contexts
  
• Language Learning Strategies in Distance English Learning: A Study of Learners at Shantou Radio and Television University, China
  
• Metastrategies Employed by Science and Engineering EFL Learners in a Speaking Task
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Motivation and Beliefs in Distance Language Learning: The Case of English Learners at SRTVU, an Open University in China
  
• Multicultural Communication between Jews and Arabs in English Teacher Training
  
• New Directions in Contrastive Rhetoric: Some implications for Teachers of Writing in Multilingual Contexts
  
• News Discourse and Its Influence on Readers
  
• Profiling Individual Differences of Successful and Unsuccessful L2 Readers
  
• Science and Engineering Students' Attributions for Success and Failure in the EFL Classroom
  
• Teacher Read-Alouds in an ESL Context
  
• Teachers' Roles in Developing Learner Autonomy in the East Asian Region
  
• TEFL in Pakistan: Emerging Issues
  
• The Contributions of Planning, L2 Linguistic Knowledge and Individual Differences to L2 Writing
  
• The Effects of University English Writing Classes Focusing on Self and Peer Review on Learner Autonomy
  
• The Rhetorical Organisation of English Argumentative Essays by Malay ESL Students : The Placement of Thesis Statement
  
• The Role of Explicit Instruction in the Development of L2 Phonology
  
• The Study of Emotional Intelligence and Literature in Education: Gender and Major of Study
  
• Topic Effects on Writing Performance: What Do Students and Their Writings Tell Us?
  
• Towards a Pedagogical Framework for Participatory Learning in EAP
  
• Two Affective Variables and Language Learners' Perceptions of Classroom Interaction
  
• Understanding academic identity development in a changing landscape: The case of university English teachers in Malaysia
  
• Understanding Taiwanese Adolescents' English Learning Selves through Parental Expectations
  
• Using Conceptual Metaphors and L1 Definitions in Teaching Idioms to Non-native Speakers
  
• Using Weblogs to Promote Critical Thinking through Asynchronous Online Discussion
  
• Why We Do and What We Do: The Experience of Good English Language Learners
  
• Writing Teacher Views on Teacher Feedback: A Shift from Grammar Corrector to Motivator
  
• Written Feedback and Oral Interaction: How Bimodal Peer Feedback Affects EFL Japanese Students
  

• A Study on Oral Presentation Anxiety and Confidence: A Comparison between L1 and L2 Presentations
  
• An Instrument for EFL Reading Anxiety: Inventory Construction and Preliminary Validation
  
• Evaluating the Impact of Oral Test Anxiety and Speaking Strategy Use on Oral English Performance
  
• Exploring the Concept of the Ideal L2 Self in an Asian EFL Context: The Case of Japanese University Students
  
• Foreign Language Anxiety: Understanding Its Sources and Effects from Insiders' Perspectives
  
• From the State of Motivated to Demotivated: Iranian Military EFL Learners' Motivation Change
  
• Individual and Social- Psychological Variables Related to Bangladeshi Students and Their Proficiency in ESL
  
• Investigating the Levels, Types and Causes of Second Language Writing Anxiety among Indian Freshmen
  
• Ongoing Speaking Anxiety of Korean EFL Learners: Case Study of a TOEIC Intensive Program
  
• The Stability of General Foreign Language Classroom Anxiety across Languages among Chinese Undergraduate Foreign Language Learners
  
• Two Affective Variables and Language Learners' Perceptions of Classroom Interaction
  

• A Hollywood English Pronunciation for Japanese Students? An Exploration of Japanese University Students' Attitudes towards Japanese English Pronunciation
  
• A Quasi-Longitudinal Study on English Learning Motivation and Attitudes: The Case of South Korean Students
  
• A Study of Cognitive Level of Bilingual Proficiency: What Makes Balanced Bilinguals?
  
• Assumptions, Attitudes and Beliefs: Tracing the Development of Teacher Beliefs about Classroom L1/TL
  
• Attitudes of Students in the Eight ASEAN Free Flow of Labor Professions towards World Englishes
  
• Autonomous English Learning among Postgraduate EFL Learners in China: A Study of Attitudes and Behaviors
  
• Boosting Students' Autonomy as well as Writing Accuracy and Fluency through Journal Writing
  
• Chinese College English Learners' Attitudes and Behaviors in Computer-Assisted Autonomous Language Learning
  
• Choosing an Appropriate Pronunciation Model for The ELT Classroom: A Hong Kong Perspective
  
• College EFL Learners' Metaphorical Perceptions of English Learning
  
• Do We Reliably Know What EFL Students Like in English Classrooms at University Level?
  
• English Teachers' Actual and Ideal Interpersonal Behavior and Students' Outcomes in Secondary Schools of Thailand
  
• Enhancing Vietnamese Learners' Ability in Writing Argumentative Essays
  
• Examining Student Perspectives on the Differences between Native and Non-native Language Teachers
  
• Exploring EFL Writers' Attitudes towards Reading-to-Write and Writing-Only Test Tasks: A Qualitative Approach
  
• From Ideology to Inquiry: Mediating Asian and Western Values in ELT Practice
  
• From the State of Motivated to Demotivated: Iranian Military EFL Learners' Motivation Change
  
• Generational Status: An Ignored Variable in Language Learning Studies?
  
• Helping Remedial Students Help Themselves: Causal Attribution and Language Proficiency
  
• Individual and Social- Psychological Variables Related to Bangladeshi Students and Their Proficiency in ESL
  
• Investigating College Student Attitudes towards Learning English and their Learning Strategies: Insights from Interviews in Thailand
  
• Korean Engineering Professors' Views on English Language Education in Relation to English-Medium Instruction
  
• Learner Perspectives on National Identity and EFL Education in Japan: Report of a Questionnaire Study
  
• Localizing English-Only Policy at a University English Reading Program in Korea
  
• Mother Tongue in the English Language Classroom: A Case of One School
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Multicultural Communication between Jews and Arabs in English Teacher Training
  
• News Discourse and Its Influence on Readers
  
• Overseas Chinese Students' Perceptions of the Influence of English on their Language and Culture
  
• Pedagogical Practice and Students' Perceived Effectiveness of Web-based Automated Speech Evaluation
  
• Phonological Changes in Cantonese-English Code-Mixing for ESL Learners in Hong Kong and Their Attitudes Toward Code-Mixing
  
• Russian English: Status, Attitudes, Problems
  
• Skill Level Based Cooperative Peer Feedback in EFL Writing Students
  
• Students' Attitudes Toward Undertaking Writing Activities on Extensive Reading
  
• Students' Objectivity and Perception of Self Assessment in an EFL Classroom
  
• Task Design to Task Enactment: How Teacher Interpretations of a Given Task Manipulate its Evolution as a Pedagogical Construct
  
• Teachers' and Students' Attitudes Toward Error Correction in L2 Writing
  
• Teaching Grammar: A Survey of Teachers' Attitudes in Vietnam
  
• TEFL in Pakistan: Emerging Issues
  
• The Effect of Note-taking Strategies Instruction on the Students' Academic Achievement
  
• The Effects of Teachers' Written Comment Types and Iranian EFL Learners' Attitudes
  
• Undergraduate Achievement: Portfolio Assessment
  
• Understanding Factors that Influence Chinese English Teachers' Decision to Implement Communicative Activities in Teaching
  

• An Empirical Study of Differences in the Use of English Vocabulary Learning Strategies
  
• An Inter-Cultural Approach to Network-Based Language Learning
  
• Autonomous English Learning among Postgraduate EFL Learners in China: A Study of Attitudes and Behaviors
  
• Boosting Students' Autonomy as well as Writing Accuracy and Fluency through Journal Writing
  
• Chinese College English Learners' Attitudes and Behaviors in Computer-Assisted Autonomous Language Learning
  
• Choosing an Appropriate Pronunciation Model for The ELT Classroom: A Hong Kong Perspective
  
• Cross-border Telecommunication: A Task-based Collaboration at College Level
  
• Developing Teacher Autonomy and Reflective Practice through an Online Teacher Education Course
  
• Factors Affecting Motivation for Short In-class Extensive Reading
  
• Language Learning Strategies in Distance English Learning: A Study of Learners at Shantou Radio and Television University, China
  
• Relationship Between Learner Autonomy and English Language Proficiency of Japanese Learners
  
• Students' Objectivity and Perception of Self Assessment in an EFL Classroom
  
• Teachers' Roles in Developing Learner Autonomy in the East Asian Region
  
• The Effects of University English Writing Classes Focusing on Self and Peer Review on Learner Autonomy
  

• "Just Make the Thing Understood"- Transformation of Migrant Learners' Beliefs about Learning
  
• Profiling Individual Differences of Successful and Unsuccessful L2 Readers
  

• A Corpus Analysis of Pedagogical Monologues in a Content-based EFL Context
  
• A Study on Oral Presentation Anxiety and Confidence: A Comparison between L1 and L2 Presentations
  
• An Analysis of the Relationship between Presence, Consciousness and Performance in Learner-centered Communicative Learning Using SCMC - Experimental Study
  
• Creating In-class Self-directed Learning through Can Do Objectives, Portfolio use, and Formative Assessment
  
• Developing Learners' Oral Communicative Language Abilities: A Collaborative Action Research Project in Argentina
  
• Evaluating an Academic Writing Course-based on an Integrated Model
  
• Little Voice : Students' Confidence and Their Responses in English Lessons
  
• Teaching Global English with NNS-NNS Online Communication
  
• Written Feedback and Oral Interaction: How Bimodal Peer Feedback Affects EFL Japanese Students
  

• A Corpus Analysis of Pedagogical Monologues in a Content-based EFL Context
  
• Assessing the Roles of Metacognitive Knowledge and Vocabulary Size in EFL Reading Comprehension
  
• Effects of Vocabulary Memorizing Tools on L2 Learners' Vocabulary Size
  
• Examining a Metacognitive Instruction Model
  
• Exploring Motivational Changes for Short In-class Extensive Reading
  
• Factors Affecting Motivation for Short In-class Extensive Reading
  
• Glossing Mode in Self-regulated Vocabulary Learning, and its Relationship with Gender, Age, and Field of Study
  
• Looking in From Within: Student Diaries as a Bridge to Understanding the Reading Minds
  
• Metastrategies Employed by Science and Engineering EFL Learners in a Speaking Task
  
• Modelling the Relationship among Prior English Level, Self-efficacy, Critical Thinking, and Strategies in Reading Performance
  

• Examining a Metacognitive Instruction Model
  
• Exploring the Concept of the Ideal L2 Self in an Asian EFL Context: The Case of Japanese University Students
  
• Generational Status: An Ignored Variable in Language Learning Studies?
  
• Importance of Ongoing Motivation for EFL Writers' Performance: Growth Curve Modeling
  
• Language Learning Strategies, Multiple Intelligences and Self-Efficacy: Exploring the Links
  
• Modelling the Relationship among Prior English Level, Self-efficacy, Critical Thinking, and Strategies in Reading Performance
  
• Paired Peer Review in a Distance-taught EFL Writing Course
  
• Recast and Metalinguistic Feedback in Teaching and Learning L2 Writing: A Comparative Study
  
• Teaching the Same Lesson Twice: Comparing Student Evaluation Surveys to Analyze Teacher Efficacy across Classes
  
• The Contributions of Planning, L2 Linguistic Knowledge and Individual Differences to L2 Writing
  
• The Interplay of Receiving, Accepting, and Asking for Strokes and Iranian EFL Teachers' Perceived Self-Efficacy
  
• The Role of Explicit Instruction in the Development of L2 Phonology
  

• Intrinsic Motivation in the EFL School Context: A Retrospective Study of English Learning Experiences in Japanese Elementary Schools
  
• Korean English Speakers' Perceptions of East-Asian English Speakers' Pronunciation
  

• Exploring the Interplay of Planning Time, Reasoning Demands, and Language Learning Aptitude in Iranian EFL Learners' Written Production
  

None

• 'well thank you David for that question': The Intonation, Pragmatics and Structure of Q&A Sessions in Public Discourses
  
• A Comparative Analysis of Awareness in Reading L1 and L2 Texts: EFL Thai Students' Strategies Use, Processing Speed and Linguistic Knowledge
  
• A Comparative Study of Monolingual and Bilingual EFL Learners on Language Learning Strategies Use: A Case of Iranian High School Students
  
• A Comparative Study of Research Article Discussion Sections of Local and International Applied Linguistic Journals
  
• A Contextualised Study of EFL Learners' Vocabulary Learning Approaches: Framework, Learner Approach and Degree of Success
  
• A Corpus-Based Analysis of Discourse Markers in Curriculum-Based English Textbooks and the English Entrance Exam in Taiwan
  
• A Model of English Teacher Development in Asia Based on Surveys on Teacher Qualifications and Education Programs
  
• A Quasi-Longitudinal Study on English Learning Motivation and Attitudes: The Case of South Korean Students
  
• A Study on Oral Presentation Anxiety and Confidence: A Comparison between L1 and L2 Presentations
  
• A Survey of Engineering Student's Use of English Language Learning Strategies
  
• An Empirical Study of Differences in the Use of English Vocabulary Learning Strategies
  
• An Empirical Study on Learning Strategies of Tertiary-level EFL Learners in China
  
• An Inter-Cultural Approach to Network-Based Language Learning
  
• Beyond the Mean Differences of the SILL by Gender: Differential Item Functioning
  
• Bridging the Gap Between Teaching Styles and Learning Styles: A Cross-cultural Perspective
  
• Chinese College English Learners' Attitudes and Behaviors in Computer-Assisted Autonomous Language Learning
  
• Chinese Students' Choice of Writing Topics: A Comparison between Their Self-Selected Topics and Writing Prompts in Large-Scale Tests
  
• Communication Strategy Use and Proficiency Level of ESL Learners
  
• Corrective Feedback and Learner Uptake in Primary School EFL Classrooms in China
  
• Creating an Institution-Specific Science and Engineering Academic Word List for University Students
  
• Cultural Awareness in Teaching English: Analysing Intercultural Communication and Teaching Positive Politeness Strategies
  
• Demystifying Native Speaker Ideology: The Critical Role of Critical Practice in Language Teacher Education
  
• Developing an Assessment Tool for the Strategic Competence of Japanese EFL Learners
  
• Differential Effects of Phonological and Lexicogrammatical Errors on NS and NNS Listeners' Perceptions of Comprehensibility: An Exploratory Study
  
• Do L2 Proficiency and L1 Reading Strategies Affect Persian EFL Learners' Use of English Reading Strategies? Threshold Hypothesis Revisited
  
• Do We Reliably Know What EFL Students Like in English Classrooms at University Level?
  
• Effective Approaches to Teaching Listening: Chinese EFL Teachers' Perspectives
  
• Effects of L2 Writing Proficiency and Reader Awareness on EFL Students' Writing Product and Process On-Line: Computer-based Observation
  
• Effects of Listening Strategy Training for EFL Adult Listeners
  
• Effects of Tasks and Awareness on Oral Imitation Accuracy by Japanese EFL Learners
  
• EFL Learners' Language Learning Strategy Use as a Predictor for Self-Directed Learning Readiness
  
• EFL Listeners' Strategy Development and Listening Problems: A Process-Based Study
  
• English as the Language of Instruction at Secondary Level: Challenges and Pedagogical Implications
  
• English Literacy Learning as a Socially Situated Practice
  
• English-medium Instruction in the University Context of Korea: Tradeoff between Teaching Outcomes and Media-initiated University Ranking
  
• Enhancing Long-term Retention by Memory Vocabulary Learning Strategies
  
• Equalizing Classroom Participation
  
• Error Treatment in EFL S-CMC Tasks: An Analysis of Corrective Feedback
  
• Evaluating the Impact of Oral Test Anxiety and Speaking Strategy Use on Oral English Performance
  
• Examining a Metacognitive Instruction Model
  
• Exploring the Effects of Intention-oriented Input-based Instruction in Second Language Pragmatics: A Case of English Request Hedges
  
• Exploring the Use of Oral-Communication Strategies by (Non)Fluent L2 Speakers
  
• Feedback and Uptake in Chinese EFL Classrooms: In Search of Instructional Variables
  
• Flipping a Chinese University EFL Course: What Students and Teachers Think of the Model
  
• Flipping the Classroom and Tertiary Level EFL Students' Academic Performance and Satisfaction
  
• Functional Distribution of Lexical Bundle in Native and Non-Native Students' Argumentative Writing
  
• Gender, Academic Major, and Chinese Students' Use of Language Learning Strategies: Social and Educational Perspectives
  
• Globalizing ESL Classrooms: The Design Principles of Academic Reading Strategies Instruction for On-Line Adult Learners
  
• Glossing Mode in Self-regulated Vocabulary Learning, and its Relationship with Gender, Age, and Field of Study
  
• Hedging Strategies in Health Discourse: A Study of Pharmaceutical Leaflets
  
• Hong Kong Undergraduate Students' Academic Writing: 21st Century Problems, Solutions and Strategies
  
• How Do Mainland Chinese Learners of English Use Compensatory Strategies to Aid Communication: A Qualitative Analysis in Three Communicative Environments
  
• How Newcomer English as Second Language Learners Become Experienced Learners Through Socialization in Classroom Sommunities
  
• "I only cited some of his words": The dilemma of EFL students and their perceptions of plagiarism in academic writing
  
• "I think I wanna talk about the reasons why I chose my topic": Discourse Functions of Self-mention in East Asian TESOL Graduate Student Presentations
  
• Identifying Reading Strategies to Teach Literal, Reorganisation and Inferential Comprehension Questions to ESL Students
  
• Incidental Vocabulary Learning of Non-English Major Graduates
  
• Individual Accountability in Cooperative Learning in EFL Classrooms: More Opportunities for Peer Interaction
  
• Integrating Poetry and Dialogue Journal Writing into EFL Curricula
  
• Interrelated Influence of Internal and External Factors on Malaysian Learners' Self-concept in Academic Writing
  
• Investigating College Student Attitudes towards Learning English and their Learning Strategies: Insights from Interviews in Thailand
  
• Investigating the Effect of Training on Raters' Bias toward Test Takers in Oral Proficiency Assessment: A FACETS Analysis
  
• Investigating the Impact of Modeling on the Teaching of Process Writing in a Primary Class
  
• Investigating the Strategic Reading Processes of Readers in Different Cultural Contexts
  
• Iranian EFL Learners' Pattern of Language Learning Strategy Use
  
• Is Strategic Competence Teachable?
  
• Judgments of Intelligibility and Foreign Accent by Listeners of Different Language Backgrounds
  
• Korean Engineering Professors' Views on English Language Education in Relation to English-Medium Instruction
  
• Korean Learners' Production of English Sound Contrast: Focusing on Word-Final /?? and /?쳃/
  
• Language Learning Strategies in Distance English Learning: A Study of Learners at Shantou Radio and Television University, China
  
• Language Learning Strategies, Multiple Intelligences and Self-Efficacy: Exploring the Links
  
• Learning and using English at university: Lessons from a longitudinal study in Hong Kong
  
• Lexical Bundles in the Korean EFL Teacher Talk Corpus: A Comparison Between Non-native and Native English Teachers
  
• Little Voice : Students' Confidence and Their Responses in English Lessons
  
• Looking in From Within: Student Diaries as a Bridge to Understanding the Reading Minds
  
• Mainland Chinese Students' Perceptions of Language, Learning, and Identity in an English Language Teacher Education Program in Hong Kong
  
• Metastrategies Employed by Science and Engineering EFL Learners in a Speaking Task
  
• Modelling the Relationship among Prior English Level, Self-efficacy, Critical Thinking, and Strategies in Reading Performance
  
• On Questionnaire Use in Language Learning Strategies Research
  
• Overseas Chinese Students' Perceptions of the Influence of English on their Language and Culture
  
• Pedagogical Practice and Students' Perceived Effectiveness of Web-based Automated Speech Evaluation
  
• Persistent Monologicality amidst Variation in Teachers' Questioning Practices in Malaysian English Language Classrooms
  
• Professional Survival in a Neoliberal Age: A Case Study of an EFL Teacher in China
  
• Profiling Individual Differences of Successful and Unsuccessful L2 Readers
  
• Science and Engineering Students' Attributions for Success and Failure in the EFL Classroom
  
• Secondary Teachers' Perception on English Education Policies in Korea
  
• Strategic Reading Process in Two On-line and Printed Environments
  
• Strategies for Successful Learning in an English-speaking Environment: Insights from a Case Study
  
• Students' Objectivity and Perception of Self Assessment in an EFL Classroom
  
• Successful Strategies: Test-Taking Strategies for the TOEFL
  
• Task-based Strategy Assessment: The Effect of Task Difficulty on Listening Strategy Use of Advanced EFL Learners
  
• Teacher Read-Alouds in an ESL Context
  
• Teaching Creative Writing in English: An Innovative Means of University-level EFL Education
  
• Teaching Hong Kong L2 Learners Wh-Questions - Using a Learning Study Approach
  
• The Contributions of Planning, L2 Linguistic Knowledge and Individual Differences to L2 Writing
  
• The Effect of Note-taking Strategies Instruction on the Students' Academic Achievement
  
• The Effects of Freewriting Exercises on Adult Korean Students' English Learning
  
• The Effects of Using English Drama on the Learning of Target Expressions for Primary School Students
  
• The Influence of Chunking on Reading Comprehension: Investigating the Acquisition of Chunking Skill
  
• The Interplay of Receiving, Accepting, and Asking for Strokes and Iranian EFL Teachers' Perceived Self-Efficacy
  
• The Linguistic Pragmatism of Mandarin in Singapore
  
• The Relationship of Language Learning Strategies and Personality on English Proficiency in Japanese University Students
  
• The Roles of Phonological Knowledge in L2 Lower Achievers' Reading Development
  
• Thinking Critically about Critical Thinking in TESOL: East vs. West
  
• Toward Communicative Competence in the Japanese Context: The Challenges Facing Japanese English Teachers
  
• Understanding academic identity development in a changing landscape: The case of university English teachers in Malaysia
  
• Understanding Factors that Influence Chinese English Teachers' Decision to Implement Communicative Activities in Teaching
  
• Unraveling In-service EFL Teachers' Technological Pedagogical Content Knowledge
  
• Using a Skills Development Course to Foster Teacher Professional Growth
  
• Using Weblogs to Promote Critical Thinking through Asynchronous Online Discussion
  
• Which Reading Strategy Is More Helpful for EFL Readers, Using Graphic Organizers or Enhancing Input?
  
• Why We Do and What We Do: The Experience of Good English Language Learners
  
• Writing Teacher Views on Teacher Feedback: A Shift from Grammar Corrector to Motivator
  

• 'China English': Facts, Fantasies, and Fallacies
  
• 'Close Your Book and Open Your Facebook': A Case for Extending Classroom Collaborative Activities Online
  
• 'well thank you David for that question': The Intonation, Pragmatics and Structure of Q&A Sessions in Public Discourses
  
• A Case Study on Lecture Styles by Native- and Nonnative-English Speaking Instructors in University English Reading Classes
  
• A Comparative Analysis of Awareness in Reading L1 and L2 Texts: EFL Thai Students' Strategies Use, Processing Speed and Linguistic Knowledge
  
• A Comparative Study of Lesson Topics in High School Textbooks Used
  
• A Comparative Study of Metadiscourse Use in Research Articles written by Native and Non-native Speakers: Is Audience Taken into Account?
  
• A Comparative Study of Monolingual and Bilingual EFL Learners on Language Learning Strategies Use: A Case of Iranian High School Students
  
• A Comparison of the Roles of Two Teachers in a Team-Teaching Classroom in a Japanese Junior High School
  
• A Contextualised Study of EFL Learners' Vocabulary Learning Approaches: Framework, Learner Approach and Degree of Success
  
• A Corpus Analysis of Pedagogical Monologues in a Content-based EFL Context
  
• A Corpus-Based Analysis of Discourse Markers in Curriculum-Based English Textbooks and the English Entrance Exam in Taiwan
  
• A Corpus-based Study of the Use of Phrasal Verbs in Korean EFL Students' Writing
  
• A Critical Look at Authentic Materials
  
• A Cross-Sectional Contrastive Analysis of Japanese Students' English Composition Skills
  
• A Non-structured, Empowered and Activity-oriented English Immersion Program in an EFL Setting
  
• A Paradigm Shift for English Language Teaching in Asia: From Imposition to Accommodation
  
• A Pedagogical Framework for Content-language Integrated Teaching at Middle School Level
  
• A Spice of Classroom: Incorporating Proverbial Expressions in EFL Classes
  
• A Study of Cognitive Level of Bilingual Proficiency: What Makes Balanced Bilinguals?
  
• A Study on NNS Teachers' Language Awareness
  
• A Study on Oral Presentation Anxiety and Confidence: A Comparison between L1 and L2 Presentations
  
• A Survey of Engineering Student's Use of English Language Learning Strategies
  
• A Tale of Two Curricula
  
• A Western Researcher in a Japanese University Writing Classroom: Limited or Advantaged? Cultural Sensitivity and the Debate on Japanese Students' Critical Thinking
  
• Advanced English Conversations for World Games 2009 Textbook: Design and Evaluation
  
• Age of Exposure, Task Stimulus, and Type of Second Language Knowledge
  
• Ageism: A Barrier to Plans to Boost Fluency in English?
  
• An Analysis of Teachers' and Students' Perceptions of Codeswitching in Teaching Science and Mathematics in a Philippine Private High School
  
• An Analysis of the Relationship between Presence, Consciousness and Performance in Learner-centered Communicative Learning Using SCMC - Experimental Study
  
• An Analytical Evaluation of Iranian High School ELT Textbooks from 1970 to the Present
  
• An Empirical Study on Learning Strategies of Tertiary-level EFL Learners in China
  
• An Evaluation Approach Towards Feedback Improvement in the Context of Initial Teacher Training in ELT
  
• An Examination of Written Genres in English Language Textbooks in Japan
  
• An Exploration of Lexical Bundles in Academic Lectures: Examples from Hard and Soft Sciences
  
• An Exploratory Study of the English Vocabulary Size of Hong Kong Primary and Junior Secondary School Students
  
• An Instrument for EFL Reading Anxiety: Inventory Construction and Preliminary Validation
  
• An Inter-Cultural Approach to Network-Based Language Learning
  
• Are Written Instructions in Learner Materials Always Necessary?
  
• Assessing the Roles of Metacognitive Knowledge and Vocabulary Size in EFL Reading Comprehension
  
• Attitudes of Students in the Eight ASEAN Free Flow of Labor Professions towards World Englishes
  
• Attractive Quality Attributes of English Language Teaching at Two East Asian Universities
  
• Autonomous English Learning among Postgraduate EFL Learners in China: A Study of Attitudes and Behaviors
  
• Bangladeshi English Teachers' Perceptions of their Professional Practice
  
• Beyond the Mean Differences of the SILL by Gender: Differential Item Functioning
  
• Blogging as Mediated Action in the Development of Two EFL Teachers: An Activity Theory Approach
  
• Boosting Students' Autonomy as well as Writing Accuracy and Fluency through Journal Writing
  
• Bridging a Gap between Traditional Instruction and Communicative Language Teaching in a Foreign Language Classroom
  
• Bridging the Gap Between Teaching Styles and Learning Styles: A Cross-cultural Perspective
  
• But?쫁hat Will the Students Think? Factors Shaping University English Language Teachers' Decisions to Teach Grammar
  
• Campus-Network-Based and Computer-Assisted College English Learning System Development in China and A Study of English Language & Culture CAI Matrix
  
• Challenges in Conducting Classroom-Based Research in EFL Settings
  
• Chinese College English Learners' Attitudes and Behaviors in Computer-Assisted Autonomous Language Learning
  
• Chinese Students' Choice of Writing Topics: A Comparison between Their Self-Selected Topics and Writing Prompts in Large-Scale Tests
  
• Choice in Language: Applications in Text Analysis
  
• Classroom Negotiation and Learner Participation
  
• College EFL Learners' Metaphorical Perceptions of English Learning
  
• Collocation and Idiom Problems in Secondary Pupils' Writing in Brunei Darussalam
  
• Collocations in High School and Pre-University English Textbooks Versus New Interchange Book Series
  
• Comparison of Teacher Talk of Korean and Native English-speaking Teachers: On the Efficiency of Delivering Content Knowledge in EFL Contexts
  
• Competence and Capability: Rethinking the Subject English
  
• Competence Differences Between Native and Near-Native Speakers: Is Puberty the Cut-off Age for Access to UG?
  
• Complexity and Systems Theory: Implications for the EFL Teacher/Researcher
  
• Computer Assisted Language Learning in Pakistan: Teachers' Perspectives
  
• Considering the Effectiveness of Recasts on Japanese High School Learners' Learning
  
• Corrective Feedback and Learner Uptake in Primary School EFL Classrooms in China
  
• Creating an Institution-Specific Science and Engineering Academic Word List for University Students
  
• Creating In-class Self-directed Learning through Can Do Objectives, Portfolio use, and Formative Assessment
  
• Creativity and Learners' Performance on Argumentative and Narrative Written Tasks
  
• Critical Literacy in an EFL Classroom in Vietnam: Agentive Empowerment, Ideological and Language Transformations
  
• Critical Literacy in the EFL Classroom: Evolving Multiple Perspectives through Learning Tasks
  
• Cross-border Telecommunication: A Task-based Collaboration at College Level
  
• Crossing Borders and Negotiating Conflict: Lucian's Story of Teaching English from within in the Singapore Primary Classroom
  
• Current Trends and Issues in English Language Education in Asia
  
• Damunwha Students' Funds of Knowledge in English: A Qualitative Case Study in the South Korean Context
  
• Deconstructing aspects of native speakerism: reflections from inservice teacher education
  
• Demonstrative NPs and Pronoun it in Chinese L2 Learners' Writing
  
• Demotivation: Understanding Resistance to English Language Learning - The Case of Vietnamese Students
  
• Demystifying Native Speaker Ideology: The Critical Role of Critical Practice in Language Teacher Education
  
• Developing a Listening Comprehension Problem Scale for University Students' Metacognitive Awareness
  
• Developing an Assessment Tool for the Strategic Competence of Japanese EFL Learners
  
• Developing Learners' Oral Communicative Language Abilities: A Collaborative Action Research Project in Argentina
  
• Developing the Message: Thematic Progression and Student Writing
  
• Dialogic Competence of Primary School English Teachers in Online Peer Coaching: A Case Study in South Korea
  
• Different Shades of the Collective Way of Thinking: Vietnamese and Chinese International Students' Reflection on Academic Writing
  
• Differential Effects of Phonological and Lexicogrammatical Errors on NS and NNS Listeners' Perceptions of Comprehensibility: An Exploratory Study
  
• Digital Semiotics in ESP/EAP Materials Development: The Study of the Effects of DVD Options for Developing Text-Independent Thinking / Reading
  
• Distraction or Instruction: The Role of Online Interactive Games in a Child's Second Language Acquisition
  
• Do L2 Proficiency and L1 Reading Strategies Affect Persian EFL Learners' Use of English Reading Strategies? Threshold Hypothesis Revisited
  
• Do We Reliably Know What EFL Students Like in English Classrooms at University Level?
  
• Effect of Reading On-line Local Newspapers Headlines on Developing University Students' Reading Skills in English
  
• Effects of Cognitive Comparison during Focus-on-Form Instruction on Japanese EFL Learners' Acquisition of Grammar*
  
• Effects of Extensive Reading on Students' Writing Ability in an EFL Class
  
• Effects of L2 Writing Proficiency and Reader Awareness on EFL Students' Writing Product and Process On-Line: Computer-based Observation
  
• Effects of Listening Strategy Training for EFL Adult Listeners
  
• Effects of Massed vs. Distributed Implicit FonF on Receptive Acquisition of L2 Vocabulary Items
  
• Effects of Task Design on EFL Learners' Written Language Performance
  
• Effects of Tasks and Awareness on Oral Imitation Accuracy by Japanese EFL Learners
  
• Effects of Vocabulary Memorizing Tools on L2 Learners' Vocabulary Size
  
• EFL Communicative Language Teaching within a Framework of Response-Oriented Theory
  
• EFL Learners' Language Learning Strategy Use as a Predictor for Self-Directed Learning Readiness
  
• English as a Global Language in China: Deconstructing the Ideological Discourses of English in Language Education
  
• English as a medium of instruction at tertiary education system in Vietnam
  
• English as a Medium of Instruction: Challenges for Vietnamese Tertiary Lecturers
  
• English as an International Language in Asia: Implications for Language Education
  
• English as the Language of Instruction at Secondary Level: Challenges and Pedagogical Implications
  
• English Development of Chinese EFL Student Writers from Sophomore to Senior Years
  
• English for Advocacy Purposes: Critical pedagogy's Contribution to Indonesia
  
• English Language Attrition in Short Conversation and Passage Listening Comprehension
  
• English Language Education and Assessment ??Recent Developments in Hong Kong and the Chinese Mainland
  
• English Language Education Policy in Asia
  
• English Language Teaching Today: Linking Theories and Practices
  
• English Language Teaching Today: Linking Theory and Practice
  
• English Literacy Learning as a Socially Situated Practice
  
• English-medium Instruction in the University Context of Korea: Tradeoff between Teaching Outcomes and Media-initiated University Ranking
  
• Enhancing Critical Language Teacher Development Through Creating Reflective Opportunities
  
• Equalizing Classroom Participation
  
• Error Correction in College EFL Writing Instruction: Students' Expectations and Correction Effects
  
• Error Treatment in EFL S-CMC Tasks: An Analysis of Corrective Feedback
  
• ESL Teachers' Use of Corrective Feedback and Its Effect on Learners' Uptake
  
• Evaluating an Academic Writing Course-based on an Integrated Model
  
• Examining a Metacognitive Instruction Model
  
• Examining EFL Teachers' Non-verbal Behaviors in English-medium Lessons
  
• Examining Narratives of Conflict and Agency: Insights into Non-Local English Teacher Identity
  
• Examining Student Perspectives on the Differences between Native and Non-native Language Teachers
  
• Exploring Chinese EFL Learners' Receptive and Productive Vocabulary Knowledge: Implications for EFL Vocabulary Teaching
  
• Exploring EFL Writers' Attitudes towards Reading-to-Write and Writing-Only Test Tasks: A Qualitative Approach
  
• Exploring Motivational Changes for Short In-class Extensive Reading
  
• Exploring the Effects of Intention-oriented Input-based Instruction in Second Language Pragmatics: A Case of English Request Hedges
  
• Exploring the Interplay of Planning Time, Reasoning Demands, and Language Learning Aptitude in Iranian EFL Learners' Written Production
  
• Factors Affecting Motivation for Short In-class Extensive Reading
  
• Feedback and Uptake in Chinese EFL Classrooms: In Search of Instructional Variables
  
• Flipping a Chinese University EFL Course: What Students and Teachers Think of the Model
  
• Flipping the Classroom and Tertiary Level EFL Students' Academic Performance and Satisfaction
  
• Foreign Language Anxiety: Understanding Its Sources and Effects from Insiders' Perspectives
  
• Formal Instruction and the Acquisition of Linguistic Features
  
• Forms or Meaning? Teachers' Beliefs and Practices Regarding Task-based Language Teaching: A Vietnamese Case Study
  
• From Communicative Activity to Task: A Short but Significant Journey
  
• From Ideology to Inquiry: Mediating Asian and Western Values in ELT Practice
  
• From the State of Motivated to Demotivated: Iranian Military EFL Learners' Motivation Change
  
• Functional Distribution of Lexical Bundle in Native and Non-Native Students' Argumentative Writing
  
• Gender, Academic Major, and Chinese Students' Use of Language Learning Strategies: Social and Educational Perspectives
  
• Gendered Language in the Classroom
  
• Generational Status: An Ignored Variable in Language Learning Studies?
  
• Global English and EFL Learners: Implications for Critical Pedagogy
  
• Globalizing ESL Classrooms: The Design Principles of Academic Reading Strategies Instruction for On-Line Adult Learners
  
• Glossing Mode in Self-regulated Vocabulary Learning, and its Relationship with Gender, Age, and Field of Study
  
• Group Formation and Longevity in the Foreign Language Classroom: Students' Views
  
• Helping Remedial Students Help Themselves: Causal Attribution and Language Proficiency
  
• Heritage Narratives, Motivation to Learn English and the Development of National Identity: An Indonesian Perspective
  
• How Do Mainland Chinese Learners of English Use Compensatory Strategies to Aid Communication: A Qualitative Analysis in Three Communicative Environments
  
• How EFL Teachers Grow: An Explorative Study on Teacher learning in Classroom Teaching
  
• How Many Words Do You Need to Know to Understand TOEIC, TOEFL & EIKEN? An Examination of Text Coverage and High Frequency Vocabulary
  
• How Newcomer English as Second Language Learners Become Experienced Learners Through Socialization in Classroom Sommunities
  
• How Prepared are the Preservice ESL Teachers to Teach: Insights from University Supervisor Feedback
  
• Identifying Reading Strategies to Teach Literal, Reorganisation and Inferential Comprehension Questions to ESL Students
  
• Identifying with the L2 Self: Study Abroad Experiences of Japanese English Language Learners
  
• IELTS Preparation Practices: Argumentative Writing Development
  
• Impact of Learner-Centeredness on Primary School Teachers: A Case Study in Northeast Thailand
  
• Implementation of a CLIL-module 'Economics' for English Language Learners in Russia: Results and Challenges
  
• Importance of Ongoing Motivation for EFL Writers' Performance: Growth Curve Modeling
  
• Improvement of Listening Comprehension Skills through Shadowing with Difficult Materials
  
• Incidental Vocabulary Learning of Non-English Major Graduates
  
• Incidental Vocabulary Learning Through Extensive Reading: A Case of Lower-level EFL Taiwanese Learners
  
• incorporating Compulsory Military Service in English Education in Taiwan: issues of Teacher Recruitment in EFL context
  
• Incorporating Rich Vocabulary Instruction into a Language Classroom
  
• Individual Accountability in Cooperative Learning in EFL Classrooms: More Opportunities for Peer Interaction
  
• Individual and Social- Psychological Variables Related to Bangladeshi Students and Their Proficiency in ESL
  
• Integrating Poetry and Dialogue Journal Writing into EFL Curricula
  
• Interlanguage Pragmatic Test Tasks: Does a Low-Stakes Test have Washback to L2 Teachers and Learners?
  
• International Cultures in the Framework of World Englishes: What Should EFL Teachers Do?
  
• Interrelated Influence of Internal and External Factors on Malaysian Learners' Self-concept in Academic Writing
  
• Intrinsic Motivation in the EFL School Context: A Retrospective Study of English Learning Experiences in Japanese Elementary Schools
  
• Introduction to Instructed Second Language Acquisition
  
• Investigating College Student Attitudes towards Learning English and their Learning Strategies: Insights from Interviews in Thailand
  
• Investigating EFL Writing Assessment in a Classroom Setting: Features of Composition and Rater Behaviors
  
• Investigating the Impact of Modeling on the Teaching of Process Writing in a Primary Class
  
• Investigating the Levels, Types and Causes of Second Language Writing Anxiety among Indian Freshmen
  
• Iranian EFL Learners' Pattern of Language Learning Strategy Use
  
• Is the Communicative Approach a Panacea?: Thoughts from Hong Kong
  
• Issues in the Assessment and Evaluation of English Language Education at the Elementary School Level: Implications for Policies in South Korea, Taiwan, and Japan
  
• Judgments of Intelligibility and Foreign Accent by Listeners of Different Language Backgrounds
  
• "Just Make the Thing Understood"- Transformation of Migrant Learners' Beliefs about Learning
  
• Korean Engineering Professors' Views on English Language Education in Relation to English-Medium Instruction
  
• L2 Writing Pedagogy in EFL Contexts: An Exploration of Salient Practices in Teaching and Learning
  
• Language and the Internet
  
• Language Learning Strategies in Distance English Learning: A Study of Learners at Shantou Radio and Television University, China
  
• Language Learning Strategies, Multiple Intelligences and Self-Efficacy: Exploring the Links
  
• Language Planning for English Testing in EFL Contexts: China and Korea
  
• Language Policies in Asian Countries: Issues and Tensions
  
• Language Proficiency and Collocational Competence
  
• Language Teachers' Beliefs and Practices Regarding the Appropriateness of Communicative Methodology: A Case Study from Thailand
  
• Late Immersion in Hong Kong: A Pedagogical Framework for Integrating Content-language Teaching and Learning
  
• Learner Perspectives on National Identity and EFL Education in Japan: Report of a Questionnaire Study
  
• Learning English Literacy as an Aspect of Social Practice
  
• Learning English tensesTthrough the Theory of Variation
  
• Let's See if Learners' Level of Proficiency in English Affects their Production of Segmentals and Suprasegmentals: A Case of Iranian EFL Learners
  
• Lexical Bundles in the Korean EFL Teacher Talk Corpus: A Comparison Between Non-native and Native English Teachers
  
• Lexical Chains or Semantic Networks as Effective Top-down Pre-reading Activities
  
• Lexical Collocations in EFL Writing
  
• Linguistic Differences in the Writing Performance of Adolescent EFL Learners: The Influence of Independent and Integrated Tasks
  
• Linguistic Imperialism and Foreign Language Teaching
  
• Little Voice : Students' Confidence and Their Responses in English Lessons
  
• Localizing English-Only Policy at a University English Reading Program in Korea
  
• Looking in From Within: Student Diaries as a Bridge to Understanding the Reading Minds
  
• Mainland Chinese Students' Perceptions of Language, Learning, and Identity in an English Language Teacher Education Program in Hong Kong
  
• Metastrategies Employed by Science and Engineering EFL Learners in a Speaking Task
  
• Methodology and the Pragmatics of English as an International Language
  
• Modelling the Relationship among Prior English Level, Self-efficacy, Critical Thinking, and Strategies in Reading Performance
  
• Mother Tongue in the English Language Classroom: A Case of One School
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Motivation and Beliefs in Distance Language Learning: The Case of English Learners at SRTVU, an Open University in China
  
• Move Registers and Language Teaching
  
• Multicultural Communication between Jews and Arabs in English Teacher Training
  
• Multilingual Hong Kong: Language, Literacies and Identities
  
• Native English-Speaking Teachers' Quandary: What to Do with So Many Students?
  
• Native vs. Non-Native Teachers: Who Is the Real Model for Japanese Elementary School Pupils?
  
• Native-English-Speaking Teachers' Construction of Professional Identity in an EFL Context: A Case of Vietnam
  
• Nativized Varieties of English and the Linguistic Identity: A Case of Indian English Speakers
  
• Negotiating Identity: An Asian Migrant Language Learner Imagining the Future
  
• New Directions in Contrastive Rhetoric: Some implications for Teachers of Writing in Multilingual Contexts
  
• News Discourse and Its Influence on Readers
  
• On Questionnaire Use in Language Learning Strategies Research
  
• On the Relationship Between Risk-taking and Self-assessment of Speaking Ability: a Case of Freshman EFL Learners
  
• Ongoing Speaking Anxiety of Korean EFL Learners: Case Study of a TOEIC Intensive Program
  
• "Orientalism" and Contrastive (Intercultural) Rhetoric: A Response to What Said Has Said
  
• Overseas Chinese Students' Perceptions of the Influence of English on their Language and Culture
  
• Paired Peer Review in a Distance-taught EFL Writing Course
  
• Participants' Perceptions on a Multi-goal Oriented English Language Education Policy: A Case of Talk (Tech and Learn in Korea)
  
• Persistent Monologicality amidst Variation in Teachers' Questioning Practices in Malaysian English Language Classrooms
  
• Phrasal Verbs and Breadth of Vocabulary Knowledge in Second Language Reading: An Exploratory Study
  
• Principled Polycentrism and Resourceful Speakers
  
• Professional Standards in TEFL: A Challenge for Asia
  
• Professional Survival in a Neoliberal Age: A Case Study of an EFL Teacher in China
  
• Professionalization of TEFL in Korea: The Roads behind and ahead
  
• Profiling Individual Differences of Successful and Unsuccessful L2 Readers
  
• Proposed Changes in the Senior Secondary Curriculum in English Language in Hong Kong: Perceptions of School Principals and Teachers
  
• Questionnaires in Second Language Research: Construction, Administration, and Processing (2nd ed.) by Z. Dornyei & T. Tatsuya
  
• Questionnaires in Second Language Research: Construction, Administration, and Processing (2nd ed.) by Z. Dornyei & T. Tatsuya
  
• Recast and Metalinguistic Feedback in Teaching and Learning L2 Writing: A Comparative Study
  
• Relationship Between Learner Autonomy and English Language Proficiency of Japanese Learners
  
• Role Assigning in Jigsaw Classroom: An Asian Classroom Reality Revealed
  
• Roles of Output in Foreign Language Learning: A Case of Collaborative Grammar Task
  
• Russian English: Status, Attitudes, Problems
  
• School-University Partnerships in English Language Teacher Education: Tensions, Complexities and the Politics of Collaboration
  
• Schools of Fish: English for Access to International Academic and Professional Communities
  
• Second Language Pragmatics
  
• Secondary Teachers' Perception on English Education Policies in Korea
  
• Shadowing for Pronunciation Development: Haptic-Shadowing and IPA-Shadowing
  
• Strategic Reading Process in Two On-line and Printed Environments
  
• Strategies for Successful Learning in an English-speaking Environment: Insights from a Case Study
  
• Students and Lecturers' Perceptions of What Constitutes Effective Teaching Behavior in a University
  
• Students' Attitudes Toward Undertaking Writing Activities on Extensive Reading
  
• Students' Perceptions of EMI in Higher Education in Korea
  
• Successful Strategies: Test-Taking Strategies for the TOEFL
  
• Target Language Use and Performance in Project-Based Language Learning (PBLL)
  
• Task-based Intercultural Language Teaching in EFL Classroom
  
• Task-based Strategy Assessment: The Effect of Task Difficulty on Listening Strategy Use of Advanced EFL Learners
  
• Teacher Beliefs as a Complex System: English Language Teachers in China
  
• Teacher Education in Malaysia: Preparing and Training of English Language Teacher Educators
  
• Teacher Read-Alouds in an ESL Context
  
• Teachers' and Students' Attitudes Toward Error Correction in L2 Writing
  
• Teachers' Beliefs About Task-Based Language Teaching in Japan
  
• Teachers' Perceptions of Textbook and Teacher's Guide: A Study in Secondary Education in Bangladesh
  
• Teachers' Roles in Developing Learner Autonomy in the East Asian Region
  
• Teaching by Principles: An Interactive Approach to Language Pedagogy
  
• Teaching Culture to English Learners: Commonwealth Studies as a Content-based EFL Course
  
• Teaching English as an International Language: The Role of Culture in Asian Contexts
  
• Teaching Global English with NNS-NNS Online Communication
  
• Teaching Grammar: A Survey of Teachers' Attitudes in Vietnam
  
• Teaching Idioms through Pictorial Elucidation
  
• TEFL in Pakistan: Emerging Issues
  
• The Causes of Learners' Reticence and Passivity in English Classrooms in Taiwan
  
• The Challenge of Informed Use: A Unique IT Experience for Teachers and Students from the
  
• The Effect of Computer Assisted L1 and L2 Glosses on L2 Vocabulary Learning
  
• The Effect of English Learning in Elementary School on Students' English Language Development in Junior High School
  
• The Effect of Genre Consciousness-raising Tasks on Iranian EFL Learners' Listening Comprehension Performance
  
• The Effect of Task Complexity and Language Proficiency on Task-Based Language Performance
  
• The Effect of Task Demands of Intentional Reasoning on L2 Speech Performance
  
• The Effect of Task-based Reading Activities on Vocabulary Learning and Retention of Iranian EFL Learners
  
• The Effects of Freewriting Exercises on Adult Korean Students' English Learning
  
• The Effects of Teacher Feedback on EFL Students' Writing in a Korean University Class
  
• The Effects of Teachers' Written Comment Types and Iranian EFL Learners' Attitudes
  
• The Effects of University English Writing Classes Focusing on Self and Peer Review on Learner Autonomy
  
• The Effects of Using English Drama on the Learning of Target Expressions for Primary School Students
  
• The Global Spread of English: Ethical and Pedagogic Concerns for ESL/EFL Teachers
  
• The Hidden Curriculum of Cultural Content in Internationally Published ELT Textbooks: A Closer Look at New American Inside Out
  
• The Impact of L1 Reading Directionality Mode on L2 Reading Fluency
  
• The Implementation of Project-based Learning: A Study in Two Hong Kong Secondary English Classrooms
  
• The Implications of the Teacher Training Program to the ELT Policy Implementation in Oman
  
• The Influence of a Study Abroad Teacher Training Program on the Language Development of Korean Teachers of English
  
• The Interpretation of Discourse-Linked Wh-Phrases by EFL Learners
  
• The Intra- and Inter-task Effectiveness of Direct and Indirect Written Corrective Feedback
  
• The Linguistic Pragmatism of Mandarin in Singapore
  
• The Pedagogy of English as an International Language: Perspectives from Scholars, Teachers and Students
  
• The Process Approach to ESL/EFL Writing
  
• The Relationship of Language Learning Strategies and Personality on English Proficiency in Japanese University Students
  
• The Rhetorical Organisation of English Argumentative Essays by Malay ESL Students : The Placement of Thesis Statement
  
• The Role of Explicit Instruction in the Development of L2 Phonology
  
• The Role of Prosody in Recognition Memory for English Sentences
  
• The Roles of Language in CLIL
  
• The Roles of Phonological Knowledge in L2 Lower Achievers' Reading Development
  
• The Stability of General Foreign Language Classroom Anxiety across Languages among Chinese Undergraduate Foreign Language Learners
  
• The Stories of Four Indonesians in Their Survival Using Foreign Languages Abroad
  
• The Study of Emotional Intelligence and Literature in Education: Gender and Major of Study
  
• Time Related Idiomatic Language: A Corpus-based Approach to TEFL with Reference to MICASE
  
• Topic Effects on Writing Performance: What Do Students and Their Writings Tell Us?
  
• Topic Familiarity Effect on Accuracy, Complexity, and Fluency of L2 Oral Output
  
• Toward Communicative Competence in the Japanese Context: The Challenges Facing Japanese English Teachers
  
• Towards a Pedagogical Framework for Participatory Learning in EAP
  
• Towards Rectifying the Power Imbalance between Teachers and Researchers
  
• Training of Trainers for Primary English Teachers in Viet Nam: Stakeholder Evaluation
  
• Training Teachers of English to Reflect Critically
  
• Translation in Language Teaching: An Argument for Reassessment
  
• Translingualism in Action: Rendering the Impossible Possible
  
• Two Affective Variables and Language Learners' Perceptions of Classroom Interaction
  
• Undergraduate Achievement: Portfolio Assessment
  
• Understanding academic identity development in a changing landscape: The case of university English teachers in Malaysia
  
• Understanding Taiwanese Adolescents' English Learning Selves through Parental Expectations
  
• Unraveling In-service EFL Teachers' Technological Pedagogical Content Knowledge
  
• Uses of First and Foreign Languages as Learning Resources in a Foreign Language Classroom
  
• Using 'A Shadowing' Technique' to Improve English Pronunciation Deficient Adult Japanese Learners: An Action Research on Expatriate Japanese Adult Learners
  
• Using a Skills Development Course to Foster Teacher Professional Growth
  
• Using Auditory Word Repetition to Improve L2 Pronunciation of English Schwa by Japanese Learners: From the Perspective of Phonological Processing
  
• Using Conceptual Metaphors and L1 Definitions in Teaching Idioms to Non-native Speakers
  
• Using Focus on Form Instruction in the Teaching and Learning of Grammar in a Malaysian Classroom
  
• Using IT in Language Classroom: A Guide for Teachers and Students in Asia / A Philosophy of Second Language Acquisition
  
• Using Peer-led Story Discussions with Junior College EFL Learners
  
• Validating the Feasibility Study Framework of Streamline English Curriculum Innovation in China
  
• Validation of the C-Test amongst Chinese ESL Learners
  
• What Influences the Quality of Japanese College Students' Writing in English as a Foreign Language?
  
• Why We Do and What We Do: The Experience of Good English Language Learners
  
• Writing Teacher Views on Teacher Feedback: A Shift from Grammar Corrector to Motivator
  
• ZPD-Based Dynamic Assessment and Collaborative L2 Vocabulary Learning
  

• Localizing English-Only Policy at a University English Reading Program in Korea
  
• Phonological Changes in Cantonese-English Code-Mixing for ESL Learners in Hong Kong and Their Attitudes Toward Code-Mixing
  
• Uses of First and Foreign Languages as Learning Resources in a Foreign Language Classroom
  

• Blogging as Mediated Action in the Development of Two EFL Teachers: An Activity Theory Approach
  
• Collaboration between Native and Non-native English-Speaking Teachers: How Does It Work?
  
• Crossing Borders and Negotiating Conflict: Lucian's Story of Teaching English from within in the Singapore Primary Classroom
  
• Functional Distribution of Lexical Bundle in Native and Non-Native Students' Argumentative Writing
  
• How Newcomer English as Second Language Learners Become Experienced Learners Through Socialization in Classroom Sommunities
  
• Linguistic Landscapes as Resources in ELT: The Case of a Rural Community in the Philippines
  
• Native-English-Speaking Teachers' Construction of Professional Identity in an EFL Context: A Case of Vietnam
  
• Scopus- and SSCI-indexed L2 Journals: A List for the AsiaTEFL Community
  
• Supplementive Participle Clauses in Science Journal Papers by Korean Graduate Students: A Corpus-based Study for Pedagogical Purposes
  
• The Teacher Identity Construction of 12 Asian NNES Teachers in TESOL Graduate Programs
  
• Time Related Idiomatic Language: A Corpus-based Approach to TEFL with Reference to MICASE
  
• Wechat as a Learning Community in EFL Teaching: An Action Research Study
  

• Evaluating an Academic Writing Course-based on an Integrated Model
  
• Judgments of Intelligibility and Foreign Accent by Listeners of Different Language Backgrounds
  

• Bangladeshi English Teachers' Perceptions of their Professional Practice
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  

• A Comparative Study into the Use of Family and Given Names among Japanese, Korean, and Chinese High School Students
  
• A Comparative Study of Lesson Topics in High School Textbooks Used
  
• A Comparative Study of Monolingual and Bilingual EFL Learners on Language Learning Strategies Use: A Case of Iranian High School Students
  
• A Comparison of the Roles of Two Teachers in a Team-Teaching Classroom in a Japanese Junior High School
  
• A Corpus-Based Analysis of Discourse Markers in Curriculum-Based English Textbooks and the English Entrance Exam in Taiwan
  
• A Cross-Sectional Contrastive Analysis of Japanese Students' English Composition Skills
  
• A Quasi-Longitudinal Study on English Learning Motivation and Attitudes: The Case of South Korean Students
  
• An Analysis of Teachers' and Students' Perceptions of Codeswitching in Teaching Science and Mathematics in a Philippine Private High School
  
• An Analytical Evaluation of Iranian High School ELT Textbooks from 1970 to the Present
  
• An Examination of Written Genres in English Language Textbooks in Japan
  
• An Exploratory Study of the English Vocabulary Size of Hong Kong Primary and Junior Secondary School Students
  
• Choosing an Appropriate Pronunciation Model for The ELT Classroom: A Hong Kong Perspective
  
• Collocation and Idiom Problems in Secondary Pupils' Writing in Brunei Darussalam
  
• Collocations in High School and Pre-University English Textbooks Versus New Interchange Book Series
  
• Considering the Effectiveness of Recasts on Japanese High School Learners' Learning
  
• Corrective Feedback and Learner Uptake in Primary School EFL Classrooms in China
  
• Critical Literacy in an EFL Classroom in Vietnam: Agentive Empowerment, Ideological and Language Transformations
  
• Crossing Borders and Negotiating Conflict: Lucian's Story of Teaching English from within in the Singapore Primary Classroom
  
• Damunwha Students' Funds of Knowledge in English: A Qualitative Case Study in the South Korean Context
  
• Developing an Assessment Tool for the Strategic Competence of Japanese EFL Learners
  
• Developing Teacher Autonomy and Reflective Practice through an Online Teacher Education Course
  
• Developing the Message: Thematic Progression and Student Writing
  
• Dialogic Competence of Primary School English Teachers in Online Peer Coaching: A Case Study in South Korea
  
• Effects of Vocabulary Memorizing Tools on L2 Learners' Vocabulary Size
  
• EFL Communicative Language Teaching within a Framework of Response-Oriented Theory
  
• English Teachers' Actual and Ideal Interpersonal Behavior and Students' Outcomes in Secondary Schools of Thailand
  
• Gap Between Intended and Acquired Curriculum of English in Secondary Schools in Laos
  
• Heritage Narratives, Motivation to Learn English and the Development of National Identity: An Indonesian Perspective
  
• Identifying Reading Strategies to Teach Literal, Reorganisation and Inferential Comprehension Questions to ESL Students
  
• Impact of Learner-Centeredness on Primary School Teachers: A Case Study in Northeast Thailand
  
• Improvement of Listening Comprehension Skills through Shadowing with Difficult Materials
  
• Individual Accountability in Cooperative Learning in EFL Classrooms: More Opportunities for Peer Interaction
  
• Intrinsic Motivation in the EFL School Context: A Retrospective Study of English Learning Experiences in Japanese Elementary Schools
  
• Language Teachers' Beliefs and Practices Regarding the Appropriateness of Communicative Methodology: A Case Study from Thailand
  
• Learning English tensesTthrough the Theory of Variation
  
• Linguistic Differences in the Writing Performance of Adolescent EFL Learners: The Influence of Independent and Integrated Tasks
  
• Modelling the Relationship among Prior English Level, Self-efficacy, Critical Thinking, and Strategies in Reading Performance
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Role Assigning in Jigsaw Classroom: An Asian Classroom Reality Revealed
  
• Roles of L1 and L2 Derivational Morphological Awareness in L2 Reading Through the Mediation of L2 Vocabulary Knowledge
  
• Studying Lexical Input from English Textbooks for Primary and Junior Secondary Students in Hong Kong
  
• Teachers' Perceptions of Textbook and Teacher's Guide: A Study in Secondary Education in Bangladesh
  
• Teachers' Perceptions of the New English Textbooks in Iranian Junior High Schools
  
• The Effect of English Learning in Elementary School on Students' English Language Development in Junior High School
  
• The Effect of Task Complexity and Language Proficiency on Task-Based Language Performance
  
• The Effects of Using English Drama on the Learning of Target Expressions for Primary School Students
  
• The Roles of Phonological Knowledge in L2 Lower Achievers' Reading Development
  
• Understanding Taiwanese Adolescents' English Learning Selves through Parental Expectations
  
• Uses of First and Foreign Languages as Learning Resources in a Foreign Language Classroom
  
• Using a Skills Development Course to Foster Teacher Professional Growth
  
• Using Focus on Form Instruction in the Teaching and Learning of Grammar in a Malaysian Classroom
  
• Validating the Feasibility Study Framework of Streamline English Curriculum Innovation in China
  
• ZPD-Based Dynamic Assessment and Collaborative L2 Vocabulary Learning
  

• A Study of Cognitive Level of Bilingual Proficiency: What Makes Balanced Bilinguals?
  
• Assessing Young Learners of English: Global and Local Perspectives
  
• Collaboration between Native and Non-native English-Speaking Teachers: How Does It Work?
  
• Corrective Feedback and Learner Uptake in Primary School EFL Classrooms in China
  
• Crossing Borders and Negotiating Conflict: Lucian's Story of Teaching English from within in the Singapore Primary Classroom
  
• Distraction or Instruction: The Role of Online Interactive Games in a Child's Second Language Acquisition
  
• Gendered Language in the Classroom
  
• Heritage Narratives, Motivation to Learn English and the Development of National Identity: An Indonesian Perspective
  
• How to Integrate English Learning with Arts for Young Learners? An Action Research Study
  
• Impact of Learner-Centeredness on Primary School Teachers: A Case Study in Northeast Thailand
  
• incorporating Compulsory Military Service in English Education in Taiwan: issues of Teacher Recruitment in EFL context
  
• Intrinsic Motivation in the EFL School Context: A Retrospective Study of English Learning Experiences in Japanese Elementary Schools
  
• Investigating the Impact of Modeling on the Teaching of Process Writing in a Primary Class
  
• Issues in the Assessment and Evaluation of English Language Education at the Elementary School Level: Implications for Policies in South Korea, Taiwan, and Japan
  
• Multicultural Communication between Jews and Arabs in English Teacher Training
  
• Native vs. Non-Native Teachers: Who Is the Real Model for Japanese Elementary School Pupils?
  
• Participants' Perceptions on a Multi-goal Oriented English Language Education Policy: A Case of Talk (Tech and Learn in Korea)
  
• Preferred Professional Competences and Characteristics of Kindergarten NNESTs in Taiwan
  
• The Effect of English Learning in Elementary School on Students' English Language Development in Junior High School
  
• The Effect of Synthetic Phonics on the Development of Reading Skills in L1 and L2
  
• Understanding Taiwanese Adolescents' English Learning Selves through Parental Expectations
  
• Variables that Influence Elementary School Students' English Performance in Japan
  

• 'Close Your Book and Open Your Facebook': A Case for Extending Classroom Collaborative Activities Online
  
• A Case Study on Lecture Styles by Native- and Nonnative-English Speaking Instructors in University English Reading Classes
  
• A Comparative Analysis of Awareness in Reading L1 and L2 Texts: EFL Thai Students' Strategies Use, Processing Speed and Linguistic Knowledge
  
• A Contextualised Study of EFL Learners' Vocabulary Learning Approaches: Framework, Learner Approach and Degree of Success
  
• A Corpus-based Study of To-Infinitive Errors in Korean College Freshmen's Writing
  
• A Cross-Sectional Contrastive Analysis of Japanese Students' English Composition Skills
  
• A Developmental Perspective on Academic Writing Instruction for Japanese EFL Students
  
• A Hollywood English Pronunciation for Japanese Students? An Exploration of Japanese University Students' Attitudes towards Japanese English Pronunciation
  
• A Model of English Teacher Development in Asia Based on Surveys on Teacher Qualifications and Education Programs
  
• A New Approach to Teaching Pronunciation: An Exploratory Case Study
  
• A Non-structured, Empowered and Activity-oriented English Immersion Program in an EFL Setting
  
• A Survey on the Professional Development Needs of Part-time College English Teachers in Taiwan
  
• A Western Researcher in a Japanese University Writing Classroom: Limited or Advantaged? Cultural Sensitivity and the Debate on Japanese Students' Critical Thinking
  
• Advanced English Conversations for World Games 2009 Textbook: Design and Evaluation
  
• An Analysis of the Role of Teacher in Distance Learning: A Comparative Study of the Instructor in
  
• An Empirical Study of Differences in the Use of English Vocabulary Learning Strategies
  
• An Empirical Study on Learning Strategies of Tertiary-level EFL Learners in China
  
• An Evaluation Approach Towards Feedback Improvement in the Context of Initial Teacher Training in ELT
  
• An Explorative Study of Chinese College English Teachers' Professional Development
  
• An Instrument for EFL Reading Anxiety: Inventory Construction and Preliminary Validation
  
• Analyzing the Journal Corpus Data on English Expressions Across Disciplines
  
• Assessing the Roles of Metacognitive Knowledge and Vocabulary Size in EFL Reading Comprehension
  
• Beyond the Mean Differences of the SILL by Gender: Differential Item Functioning
  
• But?쫁hat Will the Students Think? Factors Shaping University English Language Teachers' Decisions to Teach Grammar
  
• Campus-Network-Based and Computer-Assisted College English Learning System Development in China and A Study of English Language & Culture CAI Matrix
  
• Challenges in Conducting Classroom-Based Research in EFL Settings
  
• Chinese College English Learners' Attitudes and Behaviors in Computer-Assisted Autonomous Language Learning
  
• Chinese College Students' Reaction to CAI:A Case Study
  
• Classroom Negotiation and Learner Participation
  
• College EFL Learners' Metaphorical Perceptions of English Learning
  
• College EFL Learners' Speaking Motivation under English-medium Instruction Policy
  
• Collocations in High School and Pre-University English Textbooks Versus New Interchange Book Series
  
• Comparability Study of Two National EFL Tests (CET-6 and TEM-4) in China
  
• Course-Specific Corpora in the Classroom:A News Media English Class in Taiwan
  
• Creating an Institution-Specific Science and Engineering Academic Word List for University Students
  
• Creating In-class Self-directed Learning through Can Do Objectives, Portfolio use, and Formative Assessment
  
• Creativity and Learners' Performance on Argumentative and Narrative Written Tasks
  
• Critical Literacy in the EFL Classroom: Evolving Multiple Perspectives through Learning Tasks
  
• Cross-border Telecommunication: A Task-based Collaboration at College Level
  
• Current Trends and Issues in English Language Education in Asia
  
• Demotivation: Understanding Resistance to English Language Learning - The Case of Vietnamese Students
  
• Developing a Listening Comprehension Problem Scale for University Students' Metacognitive Awareness
  
• Developing Teacher Autonomy and Reflective Practice through an Online Teacher Education Course
  
• Different Shades of the Collective Way of Thinking: Vietnamese and Chinese International Students' Reflection on Academic Writing
  
• Differential Difficulty in Processing L1-L2 Verb Splits: Dissociation with Corpus Frequency
  
• Do L2 Proficiency and L1 Reading Strategies Affect Persian EFL Learners' Use of English Reading Strategies? Threshold Hypothesis Revisited
  
• Do We Reliably Know What EFL Students Like in English Classrooms at University Level?
  
• Does Teaching to the Test Exist?: A Case Study of Teacher Washback in Taiwan
  
• Effect of Reading On-line Local Newspapers Headlines on Developing University Students' Reading Skills in English
  
• Effects of Cognitive Comparison during Focus-on-Form Instruction on Japanese EFL Learners' Acquisition of Grammar*
  
• Effects of Dynamic Assessment on College EFL Learners' Reading Skills
  
• Effects of L2 Writing Proficiency and Reader Awareness on EFL Students' Writing Product and Process On-Line: Computer-based Observation
  
• Effects of Listening Strategy Training for EFL Adult Listeners
  
• EFL Learners' Language Learning Strategy Use as a Predictor for Self-Directed Learning Readiness
  
• EFL Listeners' Strategy Development and Listening Problems: A Process-Based Study
  
• English as a medium of instruction at tertiary education system in Vietnam
  
• English as a Medium of Instruction: Challenges for Vietnamese Tertiary Lecturers
  
• English Development of Chinese EFL Student Writers from Sophomore to Senior Years
  
• English Language Attrition in Short Conversation and Passage Listening Comprehension
  
• English Literacy Learning as a Socially Situated Practice
  
• English Teachers' Actual and Ideal Interpersonal Behavior and Students' Outcomes in Secondary Schools of Thailand
  
• English-medium Instruction in the University Context of Korea: Tradeoff between Teaching Outcomes and Media-initiated University Ranking
  
• Enhancing Long-term Retention by Memory Vocabulary Learning Strategies
  
• Enhancing Vietnamese Learners' Ability in Writing Argumentative Essays
  
• Error Correction in College EFL Writing Instruction: Students' Expectations and Correction Effects
  
• Evaluating an Academic Writing Course-based on an Integrated Model
  
• Evaluating the Impact of Oral Test Anxiety and Speaking Strategy Use on Oral English Performance
  
• Examining Student Perspectives on the Differences between Native and Non-native Language Teachers
  
• Exploring Motivational Changes for Short In-class Extensive Reading
  
• Exploring Test Takers' Cognition in a High-stakes Reading Test: An Eye-tracking Study
  
• Exploring the Concept of the Ideal L2 Self in an Asian EFL Context: The Case of Japanese University Students
  
• Exploring the Use of Oral-Communication Strategies by (Non)Fluent L2 Speakers
  
• Factors Affecting Motivation for Short In-class Extensive Reading
  
• Flipping a Chinese University EFL Course: What Students and Teachers Think of the Model
  
• Flipping the Classroom and Tertiary Level EFL Students' Academic Performance and Satisfaction
  
• Foreign English Teachers in the Chinese Classroom : Focus on Teacher-Student Interaction
  
• Foreign Language Anxiety: Understanding Its Sources and Effects from Insiders' Perspectives
  
• Formal Instruction and the Acquisition of Linguistic Features
  
• From the State of Motivated to Demotivated: Iranian Military EFL Learners' Motivation Change
  
• Functional Distribution of Lexical Bundle in Native and Non-Native Students' Argumentative Writing
  
• Gender, Academic Major, and Chinese Students' Use of Language Learning Strategies: Social and Educational Perspectives
  
• Global English and EFL Learners: Implications for Critical Pedagogy
  
• Globalizing ESL Classrooms: The Design Principles of Academic Reading Strategies Instruction for On-Line Adult Learners
  
• Group Formation and Longevity in the Foreign Language Classroom: Students' Views
  
• Helping Remedial Students Help Themselves: Causal Attribution and Language Proficiency
  
• How Do Mainland Chinese Learners of English Use Compensatory Strategies to Aid Communication: A Qualitative Analysis in Three Communicative Environments
  
• How EFL Teachers Grow: An Explorative Study on Teacher learning in Classroom Teaching
  
• How Prepared are the Preservice ESL Teachers to Teach: Insights from University Supervisor Feedback
  
• Identity Construction in Learning English Academic Writing in a Japanese University
  
• Importance of Ongoing Motivation for EFL Writers' Performance: Growth Curve Modeling
  
• Improving Grammatical Accuracy in Thai Learners' Writing: Comparing Direct and Indirect Written Corrective Feedback
  
• Improving Korean University Student EFL Academic Writing with Contrastive Rhetoric: Teacher Conferencing and Peer Response Can Help
  
• Incidental Vocabulary Learning of Non-English Major Graduates
  
• Incidental Vocabulary Learning Through Extensive Reading: A Case of Lower-level EFL Taiwanese Learners
  
• International Cultures in the Framework of World Englishes: What Should EFL Teachers Do?
  
• Investigating College Student Attitudes towards Learning English and their Learning Strategies: Insights from Interviews in Thailand
  
• Investigating Differences in the Reading Processes of Advanced and Intermediate Readers
  
• Investigating EFL Writing Assessment in a Classroom Setting: Features of Composition and Rater Behaviors
  
• Investigating the Strategic Reading Processes of Readers in Different Cultural Contexts
  
• Iranian EFL Learners' Pattern of Language Learning Strategy Use
  
• JACET 8000 and AsiaTEFL Vocabulary Initiative
  
• Keeping the Ball Rolling: A Curriculum Change in the College English Program at a Chinese Institution
  
• Korean English Speakers' Perceptions of East-Asian English Speakers' Pronunciation
  
• Language Learning Strategies in Distance English Learning: A Study of Learners at Shantou Radio and Television University, China
  
• Language Learning Strategies, Multiple Intelligences and Self-Efficacy: Exploring the Links
  
• Learner Perspectives on National Identity and EFL Education in Japan: Report of a Questionnaire Study
  
• Learners' Roles in a Peer Feedback Task: Do They View Themselves as Writers or Reviewers?
  
• Learning and using English at university: Lessons from a longitudinal study in Hong Kong
  
• Learning English Literacy as an Aspect of Social Practice
  
• Learning English Writing in a Japanese University: Developing Critical Argument and Establishing Writer Identity
  
• Lexical Chains or Semantic Networks as Effective Top-down Pre-reading Activities
  
• Lexical Collocations in EFL Writing
  
• Localizing English-Only Policy at a University English Reading Program in Korea
  
• Looking in From Within: Student Diaries as a Bridge to Understanding the Reading Minds
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Motivation and Beliefs in Distance Language Learning: The Case of English Learners at SRTVU, an Open University in China
  
• Multicultural Communication between Jews and Arabs in English Teacher Training
  
• Native English-Speaking Teachers' Quandary: What to Do with So Many Students?
  
• Native-English-Speaking Teachers' Construction of Professional Identity in an EFL Context: A Case of Vietnam
  
• Negotiating Identity: An Asian Migrant Language Learner Imagining the Future
  
• Nuclear Stress Patterns in Reading by Adult Chinese EFL Learners: Explicit Training or Implicit Learning?
  
• On the Relationship Between Risk-taking and Self-assessment of Speaking Ability: a Case of Freshman EFL Learners
  
• Ongoing Speaking Anxiety of Korean EFL Learners: Case Study of a TOEIC Intensive Program
  
• Paired Peer Review in a Distance-taught EFL Writing Course
  
• Participants' Perceptions on a Multi-goal Oriented English Language Education Policy: A Case of Talk (Tech and Learn in Korea)
  
• Pedagogical Practice and Students' Perceived Effectiveness of Web-based Automated Speech Evaluation
  
• Phrasal Verbs and Breadth of Vocabulary Knowledge in Second Language Reading: An Exploratory Study
  
• Preference of Corrective Feedback Approaches Perceived by Native English Teachers and Students
  
• Recast and Metalinguistic Feedback in Teaching and Learning L2 Writing: A Comparative Study
  
• Relationship Between Learner Autonomy and English Language Proficiency of Japanese Learners
  
• Roles of L1 and L2 Derivational Morphological Awareness in L2 Reading Through the Mediation of L2 Vocabulary Knowledge
  
• School-University Partnerships in English Language Teacher Education: Tensions, Complexities and the Politics of Collaboration
  
• Schools of Fish: English for Access to International Academic and Professional Communities
  
• Science and Engineering Students' Attributions for Success and Failure in the EFL Classroom
  
• Shadowing for Pronunciation Development: Haptic-Shadowing and IPA-Shadowing
  
• Skill Level Based Cooperative Peer Feedback in EFL Writing Students
  
• Strategies for Successful Learning in an English-speaking Environment: Insights from a Case Study
  
• Students and Lecturers' Perceptions of What Constitutes Effective Teaching Behavior in a University
  
• Students' Attitudes Toward Undertaking Writing Activities on Extensive Reading
  
• Students' Perceptions of EMI in Higher Education in Korea
  
• Students' Perspectives on a School-based English Proficiency Test
  
• Task Design to Task Enactment: How Teacher Interpretations of a Given Task Manipulate its Evolution as a Pedagogical Construct
  
• Task-based Intercultural Language Teaching in EFL Classroom
  
• Teacher's Presence in Synchronous Mobile Chats in a Chinese University
  
• Teachers' Roles in Developing Learner Autonomy in the East Asian Region
  
• Teaching Creative Writing in English: An Innovative Means of University-level EFL Education
  
• Teaching Culture to English Learners: Commonwealth Studies as a Content-based EFL Course
  
• Teaching Global English with NNS-NNS Online Communication
  
• The 'What', 'Why', and 'How' of Needs Assessment for Adult EFL Learners
  
• The Contributions of Planning, L2 Linguistic Knowledge and Individual Differences to L2 Writing
  
• The Effect of Computer Assisted L1 and L2 Glosses on L2 Vocabulary Learning
  
• The Effect of Genre Consciousness-raising Tasks on Iranian EFL Learners' Listening Comprehension Performance
  
• The Effect of Task Demands of Intentional Reasoning on L2 Speech Performance
  
• The Effects of Freewriting Exercises on Adult Korean Students' English Learning
  
• The Effects of Glossing on Incidental Vocabulary Learning Through Reading-Based Oral Tasks
  
• The Effects of Task Modality and Type on Korean EFL Learners' Interactions
  
• The Effects of Teacher Feedback on EFL Students' Writing in a Korean University Class
  
• The Effects of University English Writing Classes Focusing on Self and Peer Review on Learner Autonomy
  
• The Effects of Written Feedback in the Form of Recasts
  
• The Implications of the Teacher Training Program to the ELT Policy Implementation in Oman
  
• The Relationship between University Students' Exposure to Foreign Culture and Global Competency
  
• The Relationship of Language Learning Strategies and Personality on English Proficiency in Japanese University Students
  
• The Role of Explicit Instruction in the Development of L2 Phonology
  
• The Role of Prosody in Recognition Memory for English Sentences
  
• The Washback Impact of the Iranian University Entrance Examination on Pre-University English Teachers
  
• Towards a Pedagogical Framework for Participatory Learning in EAP
  
• Two Affective Variables and Language Learners' Perceptions of Classroom Interaction
  
• Undergraduate Achievement: Portfolio Assessment
  
• Understanding academic identity development in a changing landscape: The case of university English teachers in Malaysia
  
• Using 'A Shadowing' Technique' to Improve English Pronunciation Deficient Adult Japanese Learners: An Action Research on Expatriate Japanese Adult Learners
  
• Using Peer-led Story Discussions with Junior College EFL Learners
  
• Using Weblogs to Promote Critical Thinking through Asynchronous Online Discussion
  
• Validation of the C-Test amongst Chinese ESL Learners
  
• What Influences the Quality of Japanese College Students' Writing in English as a Foreign Language?
  
• Which Reading Strategy Is More Helpful for EFL Readers, Using Graphic Organizers or Enhancing Input?
  
• Written Feedback and Oral Interaction: How Bimodal Peer Feedback Affects EFL Japanese Students
  

• A Case Study on Lecture Styles by Native- and Nonnative-English Speaking Instructors in University English Reading Classes
  
• A Comparative Analysis of Awareness in Reading L1 and L2 Texts: EFL Thai Students' Strategies Use, Processing Speed and Linguistic Knowledge
  
• A Comparative Study of Lesson Topics in High School Textbooks Used
  
• A Comparative Study of Metadiscourse Use in Research Articles written by Native and Non-native Speakers: Is Audience Taken into Account?
  
• A Corpus Analysis of Pedagogical Monologues in a Content-based EFL Context
  
• A Paradigm Shift for English Language Teaching in Asia: From Imposition to Accommodation
  
• A Pedagogical Framework for Content-language Integrated Teaching at Middle School Level
  
• A Study on Oral Presentation Anxiety and Confidence: A Comparison between L1 and L2 Presentations
  
• An Analysis of English Textbooks Used at Iranian Guidance Schools in Terms of Bloom's Taxonomy
  
• An Analytical Evaluation of Iranian High School ELT Textbooks from 1970 to the Present
  
• An Overall Evaluation of Elementary English Education in Taiwan
  
• Approaches to Content-Based Academic Writing
  
• Bangladeshi English Teachers' Perceptions of their Professional Practice
  
• Carving Critical Spaces in High-Stakes Systems Through Materials Analysis Workshops
  
• Collocations in High School and Pre-University English Textbooks Versus New Interchange Book Series
  
• Comparability Study of Two National EFL Tests (CET-6 and TEM-4) in China
  
• Comparison of Teacher Talk of Korean and Native English-speaking Teachers: On the Efficiency of Delivering Content Knowledge in EFL Contexts
  
• Critical Literacy in the EFL Classroom: Evolving Multiple Perspectives through Learning Tasks
  
• Crossing Borders and Negotiating Conflict: Lucian's Story of Teaching English from within in the Singapore Primary Classroom
  
• Developing the Message: Thematic Progression and Student Writing
  
• Dialogic Competence of Primary School English Teachers in Online Peer Coaching: A Case Study in South Korea
  
• Does Teaching to the Test Exist?: A Case Study of Teacher Washback in Taiwan
  
• Effects of Vocabulary Memorizing Tools on L2 Learners' Vocabulary Size
  
• English as a medium of instruction at tertiary education system in Vietnam
  
• English as the Language of Instruction at Secondary Level: Challenges and Pedagogical Implications
  
• English-medium Instruction in the University Context of Korea: Tradeoff between Teaching Outcomes and Media-initiated University Ranking
  
• Examining Narratives of Conflict and Agency: Insights into Non-Local English Teacher Identity
  
• Exploring EFL Writers' Attitudes towards Reading-to-Write and Writing-Only Test Tasks: A Qualitative Approach
  
• Feedback and Uptake in Chinese EFL Classrooms: In Search of Instructional Variables
  
• From Communicative Activity to Task: A Short but Significant Journey
  
• From the State of Motivated to Demotivated: Iranian Military EFL Learners' Motivation Change
  
• Gap Between Intended and Acquired Curriculum of English in Secondary Schools in Laos
  
• Hedging Strategies in Health Discourse: A Study of Pharmaceutical Leaflets
  
• How EFL Teachers Grow: An Explorative Study on Teacher learning in Classroom Teaching
  
• "I think I wanna talk about the reasons why I chose my topic": Discourse Functions of Self-mention in East Asian TESOL Graduate Student Presentations
  
• Implementation of SMART Teaching 3.0: Mobile-Based Self-Directed EFL Teacher Professional Development
  
• Indirect Feedback: A Plausible Suggestion for Overcoming Error Occurrence in L2 Writing
  
• Interlanguage Pragmatic Test Tasks: Does a Low-Stakes Test have Washback to L2 Teachers and Learners?
  
• Investigating EFL Writing Assessment in a Classroom Setting: Features of Composition and Rater Behaviors
  
• Late Immersion in Hong Kong: A Pedagogical Framework for Integrating Content-language Teaching and Learning
  
• Learning and using English at university: Lessons from a longitudinal study in Hong Kong
  
• Learning English Literacy as an Aspect of Social Practice
  
• Lexical Chains or Semantic Networks as Effective Top-down Pre-reading Activities
  
• Localizing English-Only Policy at a University English Reading Program in Korea
  
• Motivation and Beliefs in Distance Language Learning: The Case of English Learners at SRTVU, an Open University in China
  
• Schools of Fish: English for Access to International Academic and Professional Communities
  
• Situated Learning: Rethinking a Ubiquitous Theory
  
• Teaching Culture to English Learners: Commonwealth Studies as a Content-based EFL Course
  
• Teaching Idioms through Pictorial Elucidation
  
• The Contributions of Planning, L2 Linguistic Knowledge and Individual Differences to L2 Writing
  
• The Effect of Synthetic Phonics on the Development of Reading Skills in L1 and L2
  
• The Effects of Teacher Feedback on EFL Students' Writing in a Korean University Class
  
• The Effects of Written Feedback in the Form of Recasts
  
• The Hidden Curriculum of Cultural Content in Internationally Published ELT Textbooks: A Closer Look at New American Inside Out
  
• The Implementation of Project-based Learning: A Study in Two Hong Kong Secondary English Classrooms
  
• Unraveling In-service EFL Teachers' Technological Pedagogical Content Knowledge
  
• What Influences the Quality of Japanese College Students' Writing in English as a Foreign Language?
  
• Writing Teacher Views on Teacher Feedback: A Shift from Grammar Corrector to Motivator
  

• Improving Korean University Student EFL Academic Writing with Contrastive Rhetoric: Teacher Conferencing and Peer Response Can Help
  
• New Directions in Contrastive Rhetoric: Some implications for Teachers of Writing in Multilingual Contexts
  
• "Orientalism" and Contrastive (Intercultural) Rhetoric: A Response to What Said Has Said
  
• The Rhetorical Organisation of English Argumentative Essays by Malay ESL Students : The Placement of Thesis Statement
  

• A Corpus Analysis of Pedagogical Monologues in a Content-based EFL Context
  
• Analyzing Patterns of Classroom Interaction in EFL Classrooms in Iran
  
• IELTS Preparation Practices: Argumentative Writing Development
  
• Uses of First and Foreign Languages as Learning Resources in a Foreign Language Classroom
  

• A Quasi-Longitudinal Study on English Learning Motivation and Attitudes: The Case of South Korean Students
  
• A Study on NNS Teachers' Language Awareness
  
• An Exploratory Study of the English Vocabulary Size of Hong Kong Primary and Junior Secondary School Students
  
• Autonomous English Learning among Postgraduate EFL Learners in China: A Study of Attitudes and Behaviors
  
• Chinese College English Learners' Attitudes and Behaviors in Computer-Assisted Autonomous Language Learning
  
• College EFL Learners' Speaking Motivation under English-medium Instruction Policy
  
• Comparability Study of Two National EFL Tests (CET-6 and TEM-4) in China
  
• Creativity and Learners' Performance on Argumentative and Narrative Written Tasks
  
• Developing a Listening Comprehension Problem Scale for University Students' Metacognitive Awareness
  
• Generational Status: An Ignored Variable in Language Learning Studies?
  
• How Many Words Do You Need to Know to Understand TOEIC, TOEFL & EIKEN? An Examination of Text Coverage and High Frequency Vocabulary
  
• Incidental Vocabulary Learning of Non-English Major Graduates
  
• Individual and Social- Psychological Variables Related to Bangladeshi Students and Their Proficiency in ESL
  
• Language Learning Strategies, Multiple Intelligences and Self-Efficacy: Exploring the Links
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• On the Relationship Between Risk-taking and Self-assessment of Speaking Ability: a Case of Freshman EFL Learners
  
• Ongoing Speaking Anxiety of Korean EFL Learners: Case Study of a TOEIC Intensive Program
  
• Students' Objectivity and Perception of Self Assessment in an EFL Classroom
  
• The Effects of Teachers' Written Comment Types and Iranian EFL Learners' Attitudes
  
• The Interplay of Receiving, Accepting, and Asking for Strokes and Iranian EFL Teachers' Perceived Self-Efficacy
  
• The Relationship between University Students' Exposure to Foreign Culture and Global Competency
  
• The Relationship of Language Learning Strategies and Personality on English Proficiency in Japanese University Students
  
• The Study of Emotional Intelligence and Literature in Education: Gender and Major of Study
  
• Two Affective Variables and Language Learners' Perceptions of Classroom Interaction
  
• Validation of the C-Test amongst Chinese ESL Learners
  
• Visual Intelligence and Lexical Enhancement Tasks: Their Impacts on EFL Learners' Receptive and Productive Vocabulary
  
• What Influences the Quality of Japanese College Students' Writing in English as a Foreign Language?
  

• Developing a Listening Comprehension Problem Scale for University Students' Metacognitive Awareness
  
• Examining a Metacognitive Instruction Model
  
• Relationship Between Learner Autonomy and English Language Proficiency of Japanese Learners
  
• Shadowing for Pronunciation Development: Haptic-Shadowing and IPA-Shadowing
  
• Teachers' Roles in Developing Learner Autonomy in the East Asian Region
  
• The Relationship of Language Learning Strategies and Personality on English Proficiency in Japanese University Students
  
• Validation of the C-Test amongst Chinese ESL Learners
  

• A Study on NNS Teachers' Language Awareness
  
• An Analysis of the Relationship between Presence, Consciousness and Performance in Learner-centered Communicative Learning Using SCMC - Experimental Study
  
• Beyond the Mean Differences of the SILL by Gender: Differential Item Functioning
  
• Glossing Mode in Self-regulated Vocabulary Learning, and its Relationship with Gender, Age, and Field of Study
  
• Language Learning Strategies, Multiple Intelligences and Self-Efficacy: Exploring the Links
  
• Native vs. Non-Native Teachers: Who Is the Real Model for Japanese Elementary School Pupils?
  
• The Role of Explicit Instruction in the Development of L2 Phonology
  
• Two Affective Variables and Language Learners' Perceptions of Classroom Interaction
  

• Examining a Metacognitive Instruction Model
  
• Exploring Motivational Changes for Short In-class Extensive Reading
  
• Exploring the Concept of the Ideal L2 Self in an Asian EFL Context: The Case of Japanese University Students
  
• Factors Affecting Motivation for Short In-class Extensive Reading
  
• Importance of Ongoing Motivation for EFL Writers' Performance: Growth Curve Modeling
  
• Modelling the Relationship among Prior English Level, Self-efficacy, Critical Thinking, and Strategies in Reading Performance
  
• Roles of L1 and L2 Derivational Morphological Awareness in L2 Reading Through the Mediation of L2 Vocabulary Knowledge
  

• A Study on NNS Teachers' Language Awareness
  
• An Instrument for EFL Reading Anxiety: Inventory Construction and Preliminary Validation
  
• Beyond the Mean Differences of the SILL by Gender: Differential Item Functioning
  
• Chinese College English Learners' Attitudes and Behaviors in Computer-Assisted Autonomous Language Learning
  
• Competence Differences Between Native and Near-Native Speakers: Is Puberty the Cut-off Age for Access to UG?
  
• Declarative Knowledge: Does It Mediate the Effect of Recasts and Prompts in an EFL Classroom Setting?
  
• Effects of Dynamic Assessment on College EFL Learners' Reading Skills
  
• Effects of Listening Strategy Training for EFL Adult Listeners
  
• Effects of Massed vs. Distributed Implicit FonF on Receptive Acquisition of L2 Vocabulary Items
  
• Enhancing Long-term Retention by Memory Vocabulary Learning Strategies
  
• Enhancing Vietnamese Learners' Ability in Writing Argumentative Essays
  
• Error Correction in College EFL Writing Instruction: Students' Expectations and Correction Effects
  
• Evaluating an Academic Writing Course-based on an Integrated Model
  
• Examining a Metacognitive Instruction Model
  
• Exploring Motivational Changes for Short In-class Extensive Reading
  
• Exploring the Use of Oral-Communication Strategies by (Non)Fluent L2 Speakers
  
• Glossing Mode in Self-regulated Vocabulary Learning, and its Relationship with Gender, Age, and Field of Study
  
• Incidental Vocabulary Learning Through Extensive Reading: A Case of Lower-level EFL Taiwanese Learners
  
• Korean English Speakers' Perceptions of East-Asian English Speakers' Pronunciation
  
• Learning English tensesTthrough the Theory of Variation
  
• Native vs. Non-Native Teachers: Who Is the Real Model for Japanese Elementary School Pupils?
  
• On the Relationship Between Risk-taking and Self-assessment of Speaking Ability: a Case of Freshman EFL Learners
  
• Previewing and EFL Reading Comprehension
  
• Relationship Between Learner Autonomy and English Language Proficiency of Japanese Learners
  
• Teacher-correction, Peer-correction and Self-correction: Their Impacts on Iranian Students' IELTS Essay Writing Performance
  
• The Effect of Computer Assisted L1 and L2 Glosses on L2 Vocabulary Learning
  
• The Effect of Genre Consciousness-raising Tasks on Iranian EFL Learners' Listening Comprehension Performance
  
• The Effect of Note-taking Strategies Instruction on the Students' Academic Achievement
  
• The Effect of Task-based Reading Activities on Vocabulary Learning and Retention of Iranian EFL Learners
  
• The Effects of Glossing on Incidental Vocabulary Learning Through Reading-Based Oral Tasks
  
• The Effects of Teachers' Written Comment Types and Iranian EFL Learners' Attitudes
  
• The Effects of Using English Drama on the Learning of Target Expressions for Primary School Students
  
• The Influence of a Study Abroad Teacher Training Program on the Language Development of Korean Teachers of English
  
• The Interplay of Receiving, Accepting, and Asking for Strokes and Iranian EFL Teachers' Perceived Self-Efficacy
  
• The Relationship between University Students' Exposure to Foreign Culture and Global Competency
  
• The Stability of General Foreign Language Classroom Anxiety across Languages among Chinese Undergraduate Foreign Language Learners
  
• The Washback Impact of the Iranian University Entrance Examination on Pre-University English Teachers
  
• Using Focus on Form Instruction in the Teaching and Learning of Grammar in a Malaysian Classroom
  
• ZPD-Based Dynamic Assessment and Collaborative L2 Vocabulary Learning
  

• An Analysis of Teachers' and Students' Perceptions of Codeswitching in Teaching Science and Mathematics in a Philippine Private High School
  
• Developing Teacher Autonomy and Reflective Practice through an Online Teacher Education Course
  
• Forms or Meaning? Teachers' Beliefs and Practices Regarding Task-based Language Teaching: A Vietnamese Case Study
  
• Global English and EFL Learners: Implications for Critical Pedagogy
  
• International Cultures in the Framework of World Englishes: What Should EFL Teachers Do?
  
• The Teacher Identity Construction of 12 Asian NNES Teachers in TESOL Graduate Programs
  
• The Washback Impact of the Iranian University Entrance Examination on Pre-University English Teachers
  
• Using Peer-led Story Discussions with Junior College EFL Learners
  

• 'Close Your Book and Open Your Facebook': A Case for Extending Classroom Collaborative Activities Online
  
• A Comparative Analysis of Awareness in Reading L1 and L2 Texts: EFL Thai Students' Strategies Use, Processing Speed and Linguistic Knowledge
  
• A Comparative Study of Monolingual and Bilingual EFL Learners on Language Learning Strategies Use: A Case of Iranian High School Students
  
• A Non-structured, Empowered and Activity-oriented English Immersion Program in an EFL Setting
  
• A Pedagogical Framework for Content-language Integrated Teaching at Middle School Level
  
• A Study of Cognitive Level of Bilingual Proficiency: What Makes Balanced Bilinguals?
  
• American and Japanese Listener Assessment of Japanese EFL Speech: Pronunciation Features Affecting Intelligibility
  
• An Analysis of Teachers' and Students' Perceptions of Codeswitching in Teaching Science and Mathematics in a Philippine Private High School
  
• An Instrument for EFL Reading Anxiety: Inventory Construction and Preliminary Validation
  
• Attitudes of Students in the Eight ASEAN Free Flow of Labor Professions towards World Englishes
  
• Blogging as Mediated Action in the Development of Two EFL Teachers: An Activity Theory Approach
  
• Bridging the Gap Between Teaching Styles and Learning Styles: A Cross-cultural Perspective
  
• But?쫁hat Will the Students Think? Factors Shaping University English Language Teachers' Decisions to Teach Grammar
  
• Chinese College English Learners' Attitudes and Behaviors in Computer-Assisted Autonomous Language Learning
  
• Collaboration between Native and Non-native English-Speaking Teachers: How Does It Work?
  
• College EFL Learners' Speaking Motivation under English-medium Instruction Policy
  
• Considering the Effectiveness of Recasts on Japanese High School Learners' Learning
  
• Corrective Feedback and Learner Uptake in Primary School EFL Classrooms in China
  
• Critical Literacy in the EFL Classroom: Evolving Multiple Perspectives through Learning Tasks
  
• Demystifying Native Speaker Ideology: The Critical Role of Critical Practice in Language Teacher Education
  
• Developing Learners' Oral Communicative Language Abilities: A Collaborative Action Research Project in Argentina
  
• Developing Teacher Autonomy and Reflective Practice through an Online Teacher Education Course
  
• Does Teaching to the Test Exist?: A Case Study of Teacher Washback in Taiwan
  
• Effective Approaches to Teaching Listening: Chinese EFL Teachers' Perspectives
  
• Effects of L2 Writing Proficiency and Reader Awareness on EFL Students' Writing Product and Process On-Line: Computer-based Observation
  
• EFL Communicative Language Teaching within a Framework of Response-Oriented Theory
  
• English as a Medium of Instruction: Challenges for Vietnamese Tertiary Lecturers
  
• English Literacy Learning as a Socially Situated Practice
  
• English-medium Instruction in the University Context of Korea: Tradeoff between Teaching Outcomes and Media-initiated University Ranking
  
• Enhancing Vietnamese Learners' Ability in Writing Argumentative Essays
  
• ESL Teachers' Use of Corrective Feedback and Its Effect on Learners' Uptake
  
• Exploring EFL Writers' Attitudes towards Reading-to-Write and Writing-Only Test Tasks: A Qualitative Approach
  
• Flipping the Classroom and Tertiary Level EFL Students' Academic Performance and Satisfaction
  
• Foreign English Teachers in the Chinese Classroom : Focus on Teacher-Student Interaction
  
• Foreign Language Anxiety: Understanding Its Sources and Effects from Insiders' Perspectives
  
• From the State of Motivated to Demotivated: Iranian Military EFL Learners' Motivation Change
  
• Global English and EFL Learners: Implications for Critical Pedagogy
  
• Group Formation and Longevity in the Foreign Language Classroom: Students' Views
  
• Heritage Narratives, Motivation to Learn English and the Development of National Identity: An Indonesian Perspective
  
• How Do Mainland Chinese Learners of English Use Compensatory Strategies to Aid Communication: A Qualitative Analysis in Three Communicative Environments
  
• "I only cited some of his words": The dilemma of EFL students and their perceptions of plagiarism in academic writing
  
• Identity Construction in Learning English Academic Writing in a Japanese University
  
• Impact of Learner-Centeredness on Primary School Teachers: A Case Study in Northeast Thailand
  
• Implementation of SMART Teaching 3.0: Mobile-Based Self-Directed EFL Teacher Professional Development
  
• Incidental Vocabulary Learning of Non-English Major Graduates
  
• Individual Accountability in Cooperative Learning in EFL Classrooms: More Opportunities for Peer Interaction
  
• Interlanguage Pragmatic Test Tasks: Does a Low-Stakes Test have Washback to L2 Teachers and Learners?
  
• International Cultures in the Framework of World Englishes: What Should EFL Teachers Do?
  
• Interrelated Influence of Internal and External Factors on Malaysian Learners' Self-concept in Academic Writing
  
• Investigating College Student Attitudes towards Learning English and their Learning Strategies: Insights from Interviews in Thailand
  
• Investigating Differences in the Reading Processes of Advanced and Intermediate Readers
  
• Is Strategic Competence Teachable?
  
• Issues in the Assessment and Evaluation of English Language Education at the Elementary School Level: Implications for Policies in South Korea, Taiwan, and Japan
  
• "Just Make the Thing Understood"- Transformation of Migrant Learners' Beliefs about Learning
  
• Keeping the Ball Rolling: A Curriculum Change in the College English Program at a Chinese Institution
  
• Korean English Speakers' Perceptions of East-Asian English Speakers' Pronunciation
  
• Language Teachers' Beliefs and Practices Regarding the Appropriateness of Communicative Methodology: A Case Study from Thailand
  
• Learners' Roles in a Peer Feedback Task: Do They View Themselves as Writers or Reviewers?
  
• Learning and using English at university: Lessons from a longitudinal study in Hong Kong
  
• Learning English Literacy as an Aspect of Social Practice
  
• Learning English tensesTthrough the Theory of Variation
  
• Learning English Writing in a Japanese University: Developing Critical Argument and Establishing Writer Identity
  
• Localizing English-Only Policy at a University English Reading Program in Korea
  
• Mainland Chinese Students' Perceptions of Language, Learning, and Identity in an English Language Teacher Education Program in Hong Kong
  
• Native English-Speaking Teachers' Quandary: What to Do with So Many Students?
  
• Native-English-Speaking Teachers' Construction of Professional Identity in an EFL Context: A Case of Vietnam
  
• Negotiating Identity: An Asian Migrant Language Learner Imagining the Future
  
• Ongoing Speaking Anxiety of Korean EFL Learners: Case Study of a TOEIC Intensive Program
  
• Overseas Chinese Students' Perceptions of the Influence of English on their Language and Culture
  
• Professional Survival in a Neoliberal Age: A Case Study of an EFL Teacher in China
  
• Proposed Changes in the Senior Secondary Curriculum in English Language in Hong Kong: Perceptions of School Principals and Teachers
  
• Role Assigning in Jigsaw Classroom: An Asian Classroom Reality Revealed
  
• Skill Level Based Cooperative Peer Feedback in EFL Writing Students
  
• Task Design to Task Enactment: How Teacher Interpretations of a Given Task Manipulate its Evolution as a Pedagogical Construct
  
• Teacher Education in Malaysia: Preparing and Training of English Language Teacher Educators
  
• Teachers' and Students' Attitudes Toward Error Correction in L2 Writing
  
• Teaching Hong Kong L2 Learners Wh-Questions - Using a Learning Study Approach
  
• The Causes of Learners' Reticence and Passivity in English Classrooms in Taiwan
  
• The Impact of L1 Reading Directionality Mode on L2 Reading Fluency
  
• The Implementation of Project-based Learning: A Study in Two Hong Kong Secondary English Classrooms
  
• The Implications of the Teacher Training Program to the ELT Policy Implementation in Oman
  
• The Influence of a Study Abroad Teacher Training Program on the Language Development of Korean Teachers of English
  
• The Rhetorical Organisation of English Argumentative Essays by Malay ESL Students : The Placement of Thesis Statement
  
• The Teacher Identity Construction of 12 Asian NNES Teachers in TESOL Graduate Programs
  
• The Washback Impact of the Iranian University Entrance Examination on Pre-University English Teachers
  
• Towards a Pedagogical Framework for Participatory Learning in EAP
  
• Understanding academic identity development in a changing landscape: The case of university English teachers in Malaysia
  
• Understanding Factors that Influence Chinese English Teachers' Decision to Implement Communicative Activities in Teaching
  
• Understanding Taiwanese Adolescents' English Learning Selves through Parental Expectations
  
• Using Peer-led Story Discussions with Junior College EFL Learners
  
• Validating the Feasibility Study Framework of Streamline English Curriculum Innovation in China
  
• What Influences the Quality of Japanese College Students' Writing in English as a Foreign Language?
  

• A Comparative Analysis of Awareness in Reading L1 and L2 Texts: EFL Thai Students' Strategies Use, Processing Speed and Linguistic Knowledge
  
• An Analysis of Teachers' and Students' Perceptions of Codeswitching in Teaching Science and Mathematics in a Philippine Private High School
  
• Blogging as Mediated Action in the Development of Two EFL Teachers: An Activity Theory Approach
  
• Bridging the Gap Between Teaching Styles and Learning Styles: A Cross-cultural Perspective
  
• But?쫁hat Will the Students Think? Factors Shaping University English Language Teachers' Decisions to Teach Grammar
  
• Collaboration between Native and Non-native English-Speaking Teachers: How Does It Work?
  
• Critical Literacy in the EFL Classroom: Evolving Multiple Perspectives through Learning Tasks
  
• Developing Learners' Oral Communicative Language Abilities: A Collaborative Action Research Project in Argentina
  
• Dialogic Competence of Primary School English Teachers in Online Peer Coaching: A Case Study in South Korea
  
• Effects of L2 Writing Proficiency and Reader Awareness on EFL Students' Writing Product and Process On-Line: Computer-based Observation
  
• ESL Teachers' Use of Corrective Feedback and Its Effect on Learners' Uptake
  
• Examining EFL Teachers' Non-verbal Behaviors in English-medium Lessons
  
• Feedback and Uptake in Chinese EFL Classrooms: In Search of Instructional Variables
  
• Flipping a Chinese University EFL Course: What Students and Teachers Think of the Model
  
• Forms or Meaning? Teachers' Beliefs and Practices Regarding Task-based Language Teaching: A Vietnamese Case Study
  
• How Do Mainland Chinese Learners of English Use Compensatory Strategies to Aid Communication: A Qualitative Analysis in Three Communicative Environments
  
• How Newcomer English as Second Language Learners Become Experienced Learners Through Socialization in Classroom Sommunities
  
• Identity Construction in Learning English Academic Writing in a Japanese University
  
• Individual Accountability in Cooperative Learning in EFL Classrooms: More Opportunities for Peer Interaction
  
• Interlanguage Pragmatic Test Tasks: Does a Low-Stakes Test have Washback to L2 Teachers and Learners?
  
• Is Strategic Competence Teachable?
  
• Language Learning Strategies, Multiple Intelligences and Self-Efficacy: Exploring the Links
  
• Language Teachers' Beliefs and Practices Regarding the Appropriateness of Communicative Methodology: A Case Study from Thailand
  
• Learning English Literacy as an Aspect of Social Practice
  
• Learning English tensesTthrough the Theory of Variation
  
• Learning English Writing in a Japanese University: Developing Critical Argument and Establishing Writer Identity
  
• Native vs. Non-Native Teachers: Who Is the Real Model for Japanese Elementary School Pupils?
  
• Persistent Monologicality amidst Variation in Teachers' Questioning Practices in Malaysian English Language Classrooms
  
• Professional Survival in a Neoliberal Age: A Case Study of an EFL Teacher in China
  
• Role Assigning in Jigsaw Classroom: An Asian Classroom Reality Revealed
  
• Students and Lecturers' Perceptions of What Constitutes Effective Teaching Behavior in a University
  
• Teaching Hong Kong L2 Learners Wh-Questions - Using a Learning Study Approach
  
• The Causes of Learners' Reticence and Passivity in English Classrooms in Taiwan
  
• Towards a Pedagogical Framework for Participatory Learning in EAP
  
• Using 'A Shadowing' Technique' to Improve English Pronunciation Deficient Adult Japanese Learners: An Action Research on Expatriate Japanese Adult Learners
  

• 'Close Your Book and Open Your Facebook': A Case for Extending Classroom Collaborative Activities Online
  
• A Comparative Study into the Use of Family and Given Names among Japanese, Korean, and Chinese High School Students
  
• A Comparative Study of Monolingual and Bilingual EFL Learners on Language Learning Strategies Use: A Case of Iranian High School Students
  
• A Contextualised Study of EFL Learners' Vocabulary Learning Approaches: Framework, Learner Approach and Degree of Success
  
• A Hollywood English Pronunciation for Japanese Students? An Exploration of Japanese University Students' Attitudes towards Japanese English Pronunciation
  
• A Model of English Teacher Development in Asia Based on Surveys on Teacher Qualifications and Education Programs
  
• A Pedagogical Framework for Content-language Integrated Teaching at Middle School Level
  
• A Quasi-Longitudinal Study on English Learning Motivation and Attitudes: The Case of South Korean Students
  
• A Study of Cognitive Level of Bilingual Proficiency: What Makes Balanced Bilinguals?
  
• A Study on NNS Teachers' Language Awareness
  
• A Study on Oral Presentation Anxiety and Confidence: A Comparison between L1 and L2 Presentations
  
• A Survey of Engineering Student's Use of English Language Learning Strategies
  
• A Survey on the Professional Development Needs of Part-time College English Teachers in Taiwan
  
• Ageism: A Barrier to Plans to Boost Fluency in English?
  
• An Analysis of Teachers' and Students' Perceptions of Codeswitching in Teaching Science and Mathematics in a Philippine Private High School
  
• An Empirical Study on Learning Strategies of Tertiary-level EFL Learners in China
  
• An Explorative Study of Chinese College English Teachers' Professional Development
  
• An Instrument for EFL Reading Anxiety: Inventory Construction and Preliminary Validation
  
• An Overall Evaluation of Elementary English Education in Taiwan
  
• Assessing the Roles of Metacognitive Knowledge and Vocabulary Size in EFL Reading Comprehension
  
• Attitudes of Students in the Eight ASEAN Free Flow of Labor Professions towards World Englishes
  
• Attractive Quality Attributes of English Language Teaching at Two East Asian Universities
  
• Autonomous English Learning among Postgraduate EFL Learners in China: A Study of Attitudes and Behaviors
  
• Bangladeshi English Teachers' Perceptions of their Professional Practice
  
• Bridging the Gap Between Teaching Styles and Learning Styles: A Cross-cultural Perspective
  
• Chinese College English Learners' Attitudes and Behaviors in Computer-Assisted Autonomous Language Learning
  
• Choosing an Appropriate Pronunciation Model for The ELT Classroom: A Hong Kong Perspective
  
• College EFL Learners' Speaking Motivation under English-medium Instruction Policy
  
• Course-Specific Corpora in the Classroom:A News Media English Class in Taiwan
  
• Creating In-class Self-directed Learning through Can Do Objectives, Portfolio use, and Formative Assessment
  
• Current Trends and Issues in English Language Education in Asia
  
• Developing a Listening Comprehension Problem Scale for University Students' Metacognitive Awareness
  
• Developing Learners' Oral Communicative Language Abilities: A Collaborative Action Research Project in Argentina
  
• Developing Teacher Autonomy and Reflective Practice through an Online Teacher Education Course
  
• Do We Reliably Know What EFL Students Like in English Classrooms at University Level?
  
• Does Teaching to the Test Exist?: A Case Study of Teacher Washback in Taiwan
  
• Effect of Reading On-line Local Newspapers Headlines on Developing University Students' Reading Skills in English
  
• Effects of Listening Strategy Training for EFL Adult Listeners
  
• EFL Communicative Language Teaching within a Framework of Response-Oriented Theory
  
• English Literacy Learning as a Socially Situated Practice
  
• English Teachers' Actual and Ideal Interpersonal Behavior and Students' Outcomes in Secondary Schools of Thailand
  
• English-medium Instruction in the University Context of Korea: Tradeoff between Teaching Outcomes and Media-initiated University Ranking
  
• Enhancing Long-term Retention by Memory Vocabulary Learning Strategies
  
• Equalizing Classroom Participation
  
• Error Correction in College EFL Writing Instruction: Students' Expectations and Correction Effects
  
• Evaluating an Academic Writing Course-based on an Integrated Model
  
• Examining a Metacognitive Instruction Model
  
• Examining Student Perspectives on the Differences between Native and Non-native Language Teachers
  
• Exploring Motivational Changes for Short In-class Extensive Reading
  
• Factors Affecting Motivation for Short In-class Extensive Reading
  
• Finding Reasons for ESL/EFL Argumentative Writing
  
• Flipping a Chinese University EFL Course: What Students and Teachers Think of the Model
  
• Flipping the Classroom and Tertiary Level EFL Students' Academic Performance and Satisfaction
  
• Foreign English Teachers in the Chinese Classroom : Focus on Teacher-Student Interaction
  
• From the State of Motivated to Demotivated: Iranian Military EFL Learners' Motivation Change
  
• Group Formation and Longevity in the Foreign Language Classroom: Students' Views
  
• Heritage Narratives, Motivation to Learn English and the Development of National Identity: An Indonesian Perspective
  
• "I only cited some of his words": The dilemma of EFL students and their perceptions of plagiarism in academic writing
  
• Identifying Reading Strategies to Teach Literal, Reorganisation and Inferential Comprehension Questions to ESL Students
  
• Importance of Ongoing Motivation for EFL Writers' Performance: Growth Curve Modeling
  
• Incidental Vocabulary Learning of Non-English Major Graduates
  
• International Cultures in the Framework of World Englishes: What Should EFL Teachers Do?
  
• Interrelated Influence of Internal and External Factors on Malaysian Learners' Self-concept in Academic Writing
  
• Investigating the Strategic Reading Processes of Readers in Different Cultural Contexts
  
• Issues in the Assessment and Evaluation of English Language Education at the Elementary School Level: Implications for Policies in South Korea, Taiwan, and Japan
  
• Korean Engineering Professors' Views on English Language Education in Relation to English-Medium Instruction
  
• Korean English Speakers' Perceptions of East-Asian English Speakers' Pronunciation
  
• Language Learning Strategies, Multiple Intelligences and Self-Efficacy: Exploring the Links
  
• Learner Perspectives on National Identity and EFL Education in Japan: Report of a Questionnaire Study
  
• Learners' Roles in a Peer Feedback Task: Do They View Themselves as Writers or Reviewers?
  
• Modelling the Relationship among Prior English Level, Self-efficacy, Critical Thinking, and Strategies in Reading Performance
  
• Mother Tongue in the English Language Classroom: A Case of One School
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Multicultural Communication between Jews and Arabs in English Teacher Training
  
• News Discourse and Its Influence on Readers
  
• On Questionnaire Use in Language Learning Strategies Research
  
• Participants' Perceptions on a Multi-goal Oriented English Language Education Policy: A Case of Talk (Tech and Learn in Korea)
  
• Pedagogical Practice and Students' Perceived Effectiveness of Web-based Automated Speech Evaluation
  
• Phonological Changes in Cantonese-English Code-Mixing for ESL Learners in Hong Kong and Their Attitudes Toward Code-Mixing
  
• Professionalization of TEFL in Korea: The Roads behind and ahead
  
• Questionnaires in Second Language Research: Construction, Administration, and Processing (2nd ed.) by Z. Dornyei & T. Tatsuya
  
• Questionnaires in Second Language Research: Construction, Administration, and Processing (2nd ed.) by Z. Dornyei & T. Tatsuya
  
• Relationship Between Learner Autonomy and English Language Proficiency of Japanese Learners
  
• Role Assigning in Jigsaw Classroom: An Asian Classroom Reality Revealed
  
• Russian English: Status, Attitudes, Problems
  
• Science and Engineering Students' Attributions for Success and Failure in the EFL Classroom
  
• Secondary Teachers' Perception on English Education Policies in Korea
  
• Skill Level Based Cooperative Peer Feedback in EFL Writing Students
  
• Strategic Reading Process in Two On-line and Printed Environments
  
• Students and Lecturers' Perceptions of What Constitutes Effective Teaching Behavior in a University
  
• Students' Objectivity and Perception of Self Assessment in an EFL Classroom
  
• Students' Perceptions of EMI in Higher Education in Korea
  
• Students' Perspectives on a School-based English Proficiency Test
  
• Task-based Strategy Assessment: The Effect of Task Difficulty on Listening Strategy Use of Advanced EFL Learners
  
• Teachers' and Students' Attitudes Toward Error Correction in L2 Writing
  
• Teachers' Beliefs About Task-Based Language Teaching in Japan
  
• Teachers' Roles in Developing Learner Autonomy in the East Asian Region
  
• Teaching Global English with NNS-NNS Online Communication
  
• Teaching Grammar: A Survey of Teachers' Attitudes in Vietnam
  
• Teaching the Same Lesson Twice: Comparing Student Evaluation Surveys to Analyze Teacher Efficacy across Classes
  
• TEFL in Pakistan: Emerging Issues
  
• The Causes of Learners' Reticence and Passivity in English Classrooms in Taiwan
  
• The Contributions of Planning, L2 Linguistic Knowledge and Individual Differences to L2 Writing
  
• The Effect of Note-taking Strategies Instruction on the Students' Academic Achievement
  
• The Effects of Different Types of Feedback on Revision
  
• The Effects of Task Modality and Type on Korean EFL Learners' Interactions
  
• The Effects of Teachers' Written Comment Types and Iranian EFL Learners' Attitudes
  
• The Effects of University English Writing Classes Focusing on Self and Peer Review on Learner Autonomy
  
• The Implementation of Project-based Learning: A Study in Two Hong Kong Secondary English Classrooms
  
• The Influence of a Study Abroad Teacher Training Program on the Language Development of Korean Teachers of English
  
• The Interplay of Receiving, Accepting, and Asking for Strokes and Iranian EFL Teachers' Perceived Self-Efficacy
  
• The Relationship between University Students' Exposure to Foreign Culture and Global Competency
  
• The Stability of General Foreign Language Classroom Anxiety across Languages among Chinese Undergraduate Foreign Language Learners
  
• The Washback Impact of the Iranian University Entrance Examination on Pre-University English Teachers
  
• Two Affective Variables and Language Learners' Perceptions of Classroom Interaction
  
• Understanding Factors that Influence Chinese English Teachers' Decision to Implement Communicative Activities in Teaching
  
• Using a Skills Development Course to Foster Teacher Professional Growth
  
• Validating the Feasibility Study Framework of Streamline English Curriculum Innovation in China
  
• What Influences the Quality of Japanese College Students' Writing in English as a Foreign Language?
  
• Written Feedback and Oral Interaction: How Bimodal Peer Feedback Affects EFL Japanese Students
  

• Carving Critical Spaces in High-Stakes Systems Through Materials Analysis Workshops
  
• Developing Learners' Oral Communicative Language Abilities: A Collaborative Action Research Project in Argentina
  
• How to Integrate English Learning with Arts for Young Learners? An Action Research Study
  
• Paired Peer Review in a Distance-taught EFL Writing Course
  
• Pre-Service Teachers' Progressive Reflective Practices Using Weekly Journals in an Action Research Project
  
• Towards Rectifying the Power Imbalance between Teachers and Researchers
  
• Using 'A Shadowing' Technique' to Improve English Pronunciation Deficient Adult Japanese Learners: An Action Research on Expatriate Japanese Adult Learners
  
• Wechat as a Learning Community in EFL Teaching: An Action Research Study
  

• A Case Study on Lecture Styles by Native- and Nonnative-English Speaking Instructors in University English Reading Classes
  
• A Comparison of the Roles of Two Teachers in a Team-Teaching Classroom in a Japanese Junior High School
  
• A New Approach to Teaching Pronunciation: An Exploratory Case Study
  
• A Pedagogical Framework for Content-language Integrated Teaching at Middle School Level
  
• A Western Researcher in a Japanese University Writing Classroom: Limited or Advantaged? Cultural Sensitivity and the Debate on Japanese Students' Critical Thinking
  
• Beware of Blind Westernisation of TEFL in Asia: A Chinese Case Study
  
• But?쫁hat Will the Students Think? Factors Shaping University English Language Teachers' Decisions to Teach Grammar
  
• Chinese College Students' Reaction to CAI:A Case Study
  
• Damunwha Students' Funds of Knowledge in English: A Qualitative Case Study in the South Korean Context
  
• Demotivation: Understanding Resistance to English Language Learning - The Case of Vietnamese Students
  
• Demystifying Native Speaker Ideology: The Critical Role of Critical Practice in Language Teacher Education
  
• Dialogic Competence of Primary School English Teachers in Online Peer Coaching: A Case Study in South Korea
  
• Different Shades of the Collective Way of Thinking: Vietnamese and Chinese International Students' Reflection on Academic Writing
  
• Does Teaching to the Test Exist?: A Case Study of Teacher Washback in Taiwan
  
• Forms or Meaning? Teachers' Beliefs and Practices Regarding Task-based Language Teaching: A Vietnamese Case Study
  
• How Newcomer English as Second Language Learners Become Experienced Learners Through Socialization in Classroom Sommunities
  
• Impact of Learner-Centeredness on Primary School Teachers: A Case Study in Northeast Thailand
  
• Investigating College Student Attitudes towards Learning English and their Learning Strategies: Insights from Interviews in Thailand
  
• Language Teachers' Beliefs and Practices Regarding the Appropriateness of Communicative Methodology: A Case Study from Thailand
  
• Little Voice : Students' Confidence and Their Responses in English Lessons
  
• Looking in From Within: Student Diaries as a Bridge to Understanding the Reading Minds
  
• Nativized Varieties of English and the Linguistic Identity: A Case of Indian English Speakers
  
• Negotiating Identity: An Asian Migrant Language Learner Imagining the Future
  
• Ongoing Speaking Anxiety of Korean EFL Learners: Case Study of a TOEIC Intensive Program
  
• Professional Survival in a Neoliberal Age: A Case Study of an EFL Teacher in China
  
• Strategies for Successful Learning in an English-speaking Environment: Insights from a Case Study
  
• Task-based Intercultural Language Teaching in EFL Classroom
  
• TEFL in Pakistan: Emerging Issues
  

• 'Close Your Book and Open Your Facebook': A Case for Extending Classroom Collaborative Activities Online
  
• Challenges in Conducting Classroom-Based Research in EFL Settings
  
• Error Treatment in EFL S-CMC Tasks: An Analysis of Corrective Feedback
  

• 'well thank you David for that question': The Intonation, Pragmatics and Structure of Q&A Sessions in Public Discourses
  
• A Corpus Analysis of Pedagogical Monologues in a Content-based EFL Context
  
• A Corpus-Based Analysis of Discourse Markers in Curriculum-Based English Textbooks and the English Entrance Exam in Taiwan
  
• A Corpus-based Study of the Use of Phrasal Verbs in Korean EFL Students' Writing
  
• A Corpus-based Study of To-Infinitive Errors in Korean College Freshmen's Writing
  
• Acquisition of the Distinction between Particles and Prepositions by Korean Learners of English
  
• An Examination of Written Genres in English Language Textbooks in Japan
  
• An Exploration of Lexical Bundles in Academic Lectures: Examples from Hard and Soft Sciences
  
• Analyzing the Journal Corpus Data on English Expressions Across Disciplines
  
• Chinese Students' Choice of Writing Topics: A Comparison between Their Self-Selected Topics and Writing Prompts in Large-Scale Tests
  
• Citation Problems of Chinese MA Theses and Pedagogical Implications
  
• Collocation and Idiom Problems in Secondary Pupils' Writing in Brunei Darussalam
  
• Course-Specific Corpora in the Classroom:A News Media English Class in Taiwan
  
• Creating an Institution-Specific Science and Engineering Academic Word List for University Students
  
• Critical and Corpus-based Approaches to Intercultural Rhetoric
  
• Demonstrative NPs and Pronoun it in Chinese L2 Learners' Writing
  
• Developing the Message: Thematic Progression and Student Writing
  
• Differential Difficulty in Processing L1-L2 Verb Splits: Dissociation with Corpus Frequency
  
• How Many Words Do You Need to Know to Understand TOEIC, TOEFL & EIKEN? An Examination of Text Coverage and High Frequency Vocabulary
  
• "I think I wanna talk about the reasons why I chose my topic": Discourse Functions of Self-mention in East Asian TESOL Graduate Student Presentations
  
• Lexical Bundles in the Korean EFL Teacher Talk Corpus: A Comparison Between Non-native and Native English Teachers
  
• Noun Phrase Complexity in EFL Academic Writing: A Corpus-Based Study of Postgraduate Academic Writing
  
• Opening Pandora's Box: A Corpus-Based Study of Idioms in ELT Materials
  
• Studying Lexical Input from English Textbooks for Primary and Junior Secondary Students in Hong Kong
  
• Supplementive Participle Clauses in Science Journal Papers by Korean Graduate Students: A Corpus-based Study for Pedagogical Purposes
  
• The Effect of English Proficiency on Korean Undergraduates' Expression of Epistemic Modality in English Argumentative Writing
  
• Time Related Idiomatic Language: A Corpus-based Approach to TEFL with Reference to MICASE
  

• A Corpus Analysis of Pedagogical Monologues in a Content-based EFL Context
  
• An Analysis of the Relationship between Presence, Consciousness and Performance in Learner-centered Communicative Learning Using SCMC - Experimental Study
  
• Complexity and Systems Theory: Implications for the EFL Teacher/Researcher
  
• Cultural Awareness in Teaching English: Analysing Intercultural Communication and Teaching Positive Politeness Strategies
  
• Differential Effects of Phonological and Lexicogrammatical Errors on NS and NNS Listeners' Perceptions of Comprehensibility: An Exploratory Study
  
• Effect of Reading On-line Local Newspapers Headlines on Developing University Students' Reading Skills in English
  
• Effects of Extensive Reading on Students' Writing Ability in an EFL Class
  
• Effects of Listening Strategy Training for EFL Adult Listeners
  
• Effects of Massed vs. Distributed Implicit FonF on Receptive Acquisition of L2 Vocabulary Items
  
• Effects of Tasks and Awareness on Oral Imitation Accuracy by Japanese EFL Learners
  
• Enhancing Long-term Retention by Memory Vocabulary Learning Strategies
  
• Enhancing Vietnamese Learners' Ability in Writing Argumentative Essays
  
• Error Correction in College EFL Writing Instruction: Students' Expectations and Correction Effects
  
• Evaluating the Influence of Monocomponential and Polycomponential Types of Input-Based Task on Recognizing and Producing L2 Request Downgraders
  
• Exploring the Effects of Intention-oriented Input-based Instruction in Second Language Pragmatics: A Case of English Request Hedges
  
• Exploring the Interplay of Planning Time, Reasoning Demands, and Language Learning Aptitude in Iranian EFL Learners' Written Production
  
• Flipping a Chinese University EFL Course: What Students and Teachers Think of the Model
  
• Glossing Mode in Self-regulated Vocabulary Learning, and its Relationship with Gender, Age, and Field of Study
  
• Improvement of Listening Comprehension Skills through Shadowing with Difficult Materials
  
• Improving Grammatical Accuracy in Thai Learners' Writing: Comparing Direct and Indirect Written Corrective Feedback
  
• Improving Korean University Student EFL Academic Writing with Contrastive Rhetoric: Teacher Conferencing and Peer Response Can Help
  
• Is Literal Meaning Processed Before Figurative Meaning in L2 Idiom Processing?
  
• Role Assigning in Jigsaw Classroom: An Asian Classroom Reality Revealed
  
• Shadowing for Pronunciation Development: Haptic-Shadowing and IPA-Shadowing
  
• Teaching Idioms through Pictorial Elucidation
  
• The Effect of Computer Assisted L1 and L2 Glosses on L2 Vocabulary Learning
  
• The Effect of Note-taking Strategies Instruction on the Students' Academic Achievement
  
• The Effects of Teacher Feedback on EFL Students' Writing in a Korean University Class
  
• The Intra- and Inter-task Effectiveness of Direct and Indirect Written Corrective Feedback
  
• The Role of Explicit Instruction in the Development of L2 Phonology
  
• The Role of Prosody in Recognition Memory for English Sentences
  
• Using Focus on Form Instruction in the Teaching and Learning of Grammar in a Malaysian Classroom
  
• ZPD-Based Dynamic Assessment and Collaborative L2 Vocabulary Learning
  

• 'Close Your Book and Open Your Facebook': A Case for Extending Classroom Collaborative Activities Online
  
• A Comparative Study into the Use of Family and Given Names among Japanese, Korean, and Chinese High School Students
  
• A Comparative Study of Monolingual and Bilingual EFL Learners on Language Learning Strategies Use: A Case of Iranian High School Students
  
• A Contextualised Study of EFL Learners' Vocabulary Learning Approaches: Framework, Learner Approach and Degree of Success
  
• A Hollywood English Pronunciation for Japanese Students? An Exploration of Japanese University Students' Attitudes towards Japanese English Pronunciation
  
• A Model of English Teacher Development in Asia Based on Surveys on Teacher Qualifications and Education Programs
  
• A Pedagogical Framework for Content-language Integrated Teaching at Middle School Level
  
• A Quasi-Longitudinal Study on English Learning Motivation and Attitudes: The Case of South Korean Students
  
• A Study of Cognitive Level of Bilingual Proficiency: What Makes Balanced Bilinguals?
  
• A Study on NNS Teachers' Language Awareness
  
• A Study on Oral Presentation Anxiety and Confidence: A Comparison between L1 and L2 Presentations
  
• A Survey of Engineering Student's Use of English Language Learning Strategies
  
• A Survey on the Professional Development Needs of Part-time College English Teachers in Taiwan
  
• Ageism: A Barrier to Plans to Boost Fluency in English?
  
• An Analysis of Teachers' and Students' Perceptions of Codeswitching in Teaching Science and Mathematics in a Philippine Private High School
  
• An Empirical Study on Learning Strategies of Tertiary-level EFL Learners in China
  
• An Explorative Study of Chinese College English Teachers' Professional Development
  
• An Instrument for EFL Reading Anxiety: Inventory Construction and Preliminary Validation
  
• An Overall Evaluation of Elementary English Education in Taiwan
  
• Assessing the Roles of Metacognitive Knowledge and Vocabulary Size in EFL Reading Comprehension
  
• Attitudes of Students in the Eight ASEAN Free Flow of Labor Professions towards World Englishes
  
• Attractive Quality Attributes of English Language Teaching at Two East Asian Universities
  
• Autonomous English Learning among Postgraduate EFL Learners in China: A Study of Attitudes and Behaviors
  
• Bangladeshi English Teachers' Perceptions of their Professional Practice
  
• Bridging the Gap Between Teaching Styles and Learning Styles: A Cross-cultural Perspective
  
• Chinese College English Learners' Attitudes and Behaviors in Computer-Assisted Autonomous Language Learning
  
• Choosing an Appropriate Pronunciation Model for The ELT Classroom: A Hong Kong Perspective
  
• College EFL Learners' Speaking Motivation under English-medium Instruction Policy
  
• Course-Specific Corpora in the Classroom:A News Media English Class in Taiwan
  
• Creating In-class Self-directed Learning through Can Do Objectives, Portfolio use, and Formative Assessment
  
• Current Trends and Issues in English Language Education in Asia
  
• Developing a Listening Comprehension Problem Scale for University Students' Metacognitive Awareness
  
• Developing Learners' Oral Communicative Language Abilities: A Collaborative Action Research Project in Argentina
  
• Developing Teacher Autonomy and Reflective Practice through an Online Teacher Education Course
  
• Do We Reliably Know What EFL Students Like in English Classrooms at University Level?
  
• Does Teaching to the Test Exist?: A Case Study of Teacher Washback in Taiwan
  
• Effect of Reading On-line Local Newspapers Headlines on Developing University Students' Reading Skills in English
  
• Effects of Listening Strategy Training for EFL Adult Listeners
  
• EFL Communicative Language Teaching within a Framework of Response-Oriented Theory
  
• English Literacy Learning as a Socially Situated Practice
  
• English Teachers' Actual and Ideal Interpersonal Behavior and Students' Outcomes in Secondary Schools of Thailand
  
• English-medium Instruction in the University Context of Korea: Tradeoff between Teaching Outcomes and Media-initiated University Ranking
  
• Enhancing Long-term Retention by Memory Vocabulary Learning Strategies
  
• Equalizing Classroom Participation
  
• Error Correction in College EFL Writing Instruction: Students' Expectations and Correction Effects
  
• Evaluating an Academic Writing Course-based on an Integrated Model
  
• Examining a Metacognitive Instruction Model
  
• Examining Student Perspectives on the Differences between Native and Non-native Language Teachers
  
• Exploring Motivational Changes for Short In-class Extensive Reading
  
• Factors Affecting Motivation for Short In-class Extensive Reading
  
• Finding Reasons for ESL/EFL Argumentative Writing
  
• Flipping a Chinese University EFL Course: What Students and Teachers Think of the Model
  
• Flipping the Classroom and Tertiary Level EFL Students' Academic Performance and Satisfaction
  
• Foreign English Teachers in the Chinese Classroom : Focus on Teacher-Student Interaction
  
• From the State of Motivated to Demotivated: Iranian Military EFL Learners' Motivation Change
  
• Group Formation and Longevity in the Foreign Language Classroom: Students' Views
  
• Heritage Narratives, Motivation to Learn English and the Development of National Identity: An Indonesian Perspective
  
• "I only cited some of his words": The dilemma of EFL students and their perceptions of plagiarism in academic writing
  
• Identifying Reading Strategies to Teach Literal, Reorganisation and Inferential Comprehension Questions to ESL Students
  
• Importance of Ongoing Motivation for EFL Writers' Performance: Growth Curve Modeling
  
• Incidental Vocabulary Learning of Non-English Major Graduates
  
• International Cultures in the Framework of World Englishes: What Should EFL Teachers Do?
  
• Interrelated Influence of Internal and External Factors on Malaysian Learners' Self-concept in Academic Writing
  
• Investigating the Strategic Reading Processes of Readers in Different Cultural Contexts
  
• Issues in the Assessment and Evaluation of English Language Education at the Elementary School Level: Implications for Policies in South Korea, Taiwan, and Japan
  
• Korean Engineering Professors' Views on English Language Education in Relation to English-Medium Instruction
  
• Korean English Speakers' Perceptions of East-Asian English Speakers' Pronunciation
  
• Language Learning Strategies, Multiple Intelligences and Self-Efficacy: Exploring the Links
  
• Learner Perspectives on National Identity and EFL Education in Japan: Report of a Questionnaire Study
  
• Learners' Roles in a Peer Feedback Task: Do They View Themselves as Writers or Reviewers?
  
• Modelling the Relationship among Prior English Level, Self-efficacy, Critical Thinking, and Strategies in Reading Performance
  
• Mother Tongue in the English Language Classroom: A Case of One School
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Multicultural Communication between Jews and Arabs in English Teacher Training
  
• News Discourse and Its Influence on Readers
  
• On Questionnaire Use in Language Learning Strategies Research
  
• Participants' Perceptions on a Multi-goal Oriented English Language Education Policy: A Case of Talk (Tech and Learn in Korea)
  
• Pedagogical Practice and Students' Perceived Effectiveness of Web-based Automated Speech Evaluation
  
• Phonological Changes in Cantonese-English Code-Mixing for ESL Learners in Hong Kong and Their Attitudes Toward Code-Mixing
  
• Professionalization of TEFL in Korea: The Roads behind and ahead
  
• Questionnaires in Second Language Research: Construction, Administration, and Processing (2nd ed.) by Z. Dornyei & T. Tatsuya
  
• Questionnaires in Second Language Research: Construction, Administration, and Processing (2nd ed.) by Z. Dornyei & T. Tatsuya
  
• Relationship Between Learner Autonomy and English Language Proficiency of Japanese Learners
  
• Role Assigning in Jigsaw Classroom: An Asian Classroom Reality Revealed
  
• Russian English: Status, Attitudes, Problems
  
• Science and Engineering Students' Attributions for Success and Failure in the EFL Classroom
  
• Secondary Teachers' Perception on English Education Policies in Korea
  
• Skill Level Based Cooperative Peer Feedback in EFL Writing Students
  
• Strategic Reading Process in Two On-line and Printed Environments
  
• Students and Lecturers' Perceptions of What Constitutes Effective Teaching Behavior in a University
  
• Students' Objectivity and Perception of Self Assessment in an EFL Classroom
  
• Students' Perceptions of EMI in Higher Education in Korea
  
• Students' Perspectives on a School-based English Proficiency Test
  
• Task-based Strategy Assessment: The Effect of Task Difficulty on Listening Strategy Use of Advanced EFL Learners
  
• Teachers' and Students' Attitudes Toward Error Correction in L2 Writing
  
• Teachers' Beliefs About Task-Based Language Teaching in Japan
  
• Teachers' Roles in Developing Learner Autonomy in the East Asian Region
  
• Teaching Global English with NNS-NNS Online Communication
  
• Teaching Grammar: A Survey of Teachers' Attitudes in Vietnam
  
• Teaching the Same Lesson Twice: Comparing Student Evaluation Surveys to Analyze Teacher Efficacy across Classes
  
• TEFL in Pakistan: Emerging Issues
  
• The Causes of Learners' Reticence and Passivity in English Classrooms in Taiwan
  
• The Contributions of Planning, L2 Linguistic Knowledge and Individual Differences to L2 Writing
  
• The Effect of Note-taking Strategies Instruction on the Students' Academic Achievement
  
• The Effects of Different Types of Feedback on Revision
  
• The Effects of Task Modality and Type on Korean EFL Learners' Interactions
  
• The Effects of Teachers' Written Comment Types and Iranian EFL Learners' Attitudes
  
• The Effects of University English Writing Classes Focusing on Self and Peer Review on Learner Autonomy
  
• The Implementation of Project-based Learning: A Study in Two Hong Kong Secondary English Classrooms
  
• The Influence of a Study Abroad Teacher Training Program on the Language Development of Korean Teachers of English
  
• The Interplay of Receiving, Accepting, and Asking for Strokes and Iranian EFL Teachers' Perceived Self-Efficacy
  
• The Relationship between University Students' Exposure to Foreign Culture and Global Competency
  
• The Stability of General Foreign Language Classroom Anxiety across Languages among Chinese Undergraduate Foreign Language Learners
  
• The Washback Impact of the Iranian University Entrance Examination on Pre-University English Teachers
  
• Two Affective Variables and Language Learners' Perceptions of Classroom Interaction
  
• Understanding Factors that Influence Chinese English Teachers' Decision to Implement Communicative Activities in Teaching
  
• Using a Skills Development Course to Foster Teacher Professional Growth
  
• Validating the Feasibility Study Framework of Streamline English Curriculum Innovation in China
  
• What Influences the Quality of Japanese College Students' Writing in English as a Foreign Language?
  
• Written Feedback and Oral Interaction: How Bimodal Peer Feedback Affects EFL Japanese Students
  

• English for Advocacy Purposes: Critical pedagogy's Contribution to Indonesia
  
• Enhancing Critical Language Teacher Development Through Creating Reflective Opportunities
  
• Global English and EFL Learners: Implications for Critical Pedagogy
  
• The Teacher Identity Construction of 12 Asian NNES Teachers in TESOL Graduate Programs
  

• Examining Narratives of Conflict and Agency: Insights into Non-Local English Teacher Identity
  
• Native-English-Speaking Teachers' Construction of Professional Identity in an EFL Context: A Case of Vietnam
  
• Professional Survival in a Neoliberal Age: A Case Study of an EFL Teacher in China
  
• The Teacher Identity Construction of 12 Asian NNES Teachers in TESOL Graduate Programs
  

None

• A Model of English Teacher Development in Asia Based on Surveys on Teacher Qualifications and Education Programs
  
• A Study on NNS Teachers' Language Awareness
  
• An Explorative Study of Chinese College English Teachers' Professional Development
  
• Blogging as Mediated Action in the Development of Two EFL Teachers: An Activity Theory Approach
  
• Carving Critical Spaces in High-Stakes Systems Through Materials Analysis Workshops
  
• Collaboration between Native and Non-native English-Speaking Teachers: How Does It Work?
  
• Developing Teacher Autonomy and Reflective Practice through an Online Teacher Education Course
  
• How Prepared are the Preservice ESL Teachers to Teach: Insights from University Supervisor Feedback
  
• Investigating College Student Attitudes towards Learning English and their Learning Strategies: Insights from Interviews in Thailand
  
• Investigating the Impact of Modeling on the Teaching of Process Writing in a Primary Class
  
• Late Immersion in Hong Kong: A Pedagogical Framework for Integrating Content-language Teaching and Learning
  
• Lexical Bundles in the Korean EFL Teacher Talk Corpus: A Comparison Between Non-native and Native English Teachers
  
• Native vs. Non-Native Teachers: Who Is the Real Model for Japanese Elementary School Pupils?
  
• Pre-Service Teachers' Progressive Reflective Practices Using Weekly Journals in an Action Research Project
  
• Training Teachers of English to Reflect Critically
  
• Triangulating "Possible Englishes" at Lexical and Syntactical Levels Used in Indonesian EFL Pre-Service Teachers' Written Narratives
  
• Unraveling In-service EFL Teachers' Technological Pedagogical Content Knowledge
  
• Using a Skills Development Course to Foster Teacher Professional Growth
  

• Assumptions, Attitudes and Beliefs: Tracing the Development of Teacher Beliefs about Classroom L1/TL
  
• Forms or Meaning? Teachers' Beliefs and Practices Regarding Task-based Language Teaching: A Vietnamese Case Study
  
• Teacher Beliefs as a Complex System: English Language Teachers in China
  
• Teachers' Beliefs About Task-Based Language Teaching in Japan
  

• A Model of English Teacher Development in Asia Based on Surveys on Teacher Qualifications and Education Programs
  
• An Overall Evaluation of Elementary English Education in Taiwan
  
• Beware of Blind Westernisation of TEFL in Asia: A Chinese Case Study
  
• Preferred Professional Competences and Characteristics of Kindergarten NNESTs in Taiwan
  
• Professional Standards in TEFL: A Challenge for Asia
  
• Toward Communicative Competence in the Japanese Context: The Challenges Facing Japanese English Teachers
  

• A Model of English Teacher Development in Asia Based on Surveys on Teacher Qualifications and Education Programs
  
• A New Approach to Teaching Pronunciation: An Exploratory Case Study
  
• An Evaluation Approach Towards Feedback Improvement in the Context of Initial Teacher Training in ELT
  
• An Explorative Study of Chinese College English Teachers' Professional Development
  
• Blogging as Mediated Action in the Development of Two EFL Teachers: An Activity Theory Approach
  
• Carving Critical Spaces in High-Stakes Systems Through Materials Analysis Workshops
  
• Deconstructing aspects of native speakerism: reflections from inservice teacher education
  
• Demystifying Native Speaker Ideology: The Critical Role of Critical Practice in Language Teacher Education
  
• Developing Teacher Autonomy and Reflective Practice through an Online Teacher Education Course
  
• Enhancing Critical Language Teacher Development Through Creating Reflective Opportunities
  
• ESL Teachers' Use of Corrective Feedback and Its Effect on Learners' Uptake
  
• Examining EFL Teachers' Non-verbal Behaviors in English-medium Lessons
  
• How Prepared are the Preservice ESL Teachers to Teach: Insights from University Supervisor Feedback
  
• Impact of Learner-Centeredness on Primary School Teachers: A Case Study in Northeast Thailand
  
• Implementation of SMART Teaching 3.0: Mobile-Based Self-Directed EFL Teacher Professional Development
  
• Investigating the Effect of Training on Raters' Bias toward Test Takers in Oral Proficiency Assessment: A FACETS Analysis
  
• Investigating the Impact of Modeling on the Teaching of Process Writing in a Primary Class
  
• Late Immersion in Hong Kong: A Pedagogical Framework for Integrating Content-language Teaching and Learning
  
• Mainland Chinese Students' Perceptions of Language, Learning, and Identity in an English Language Teacher Education Program in Hong Kong
  
• Multicultural Communication between Jews and Arabs in English Teacher Training
  
• Native-English-Speaking Teachers' Construction of Professional Identity in an EFL Context: A Case of Vietnam
  
• Preferred Professional Competences and Characteristics of Kindergarten NNESTs in Taiwan
  
• Professionalization of TEFL in Korea: The Roads behind and ahead
  
• School-University Partnerships in English Language Teacher Education: Tensions, Complexities and the Politics of Collaboration
  
• Teacher Education in Malaysia: Preparing and Training of English Language Teacher Educators
  
• The Implications of the Teacher Training Program to the ELT Policy Implementation in Oman
  
• The Influence of a Study Abroad Teacher Training Program on the Language Development of Korean Teachers of English
  
• Training Teachers of English to Reflect Critically
  
• Understanding Factors that Influence Chinese English Teachers' Decision to Implement Communicative Activities in Teaching
  
• Writing Teacher Views on Teacher Feedback: A Shift from Grammar Corrector to Motivator
  

• An Inter-Cultural Approach to Network-Based Language Learning
  
• Autonomous English Learning among Postgraduate EFL Learners in China: A Study of Attitudes and Behaviors
  

• A Comparative Study of Lesson Topics in High School Textbooks Used
  
• A Study of Cognitive Level of Bilingual Proficiency: What Makes Balanced Bilinguals?
  
• An Analysis of the Relationship between Presence, Consciousness and Performance in Learner-centered Communicative Learning Using SCMC - Experimental Study
  
• An Analytical Evaluation of Iranian High School ELT Textbooks from 1970 to the Present
  
• Bridging a Gap between Traditional Instruction and Communicative Language Teaching in a Foreign Language Classroom
  
• Challenges in Conducting Classroom-Based Research in EFL Settings
  
• Collocations in High School and Pre-University English Textbooks Versus New Interchange Book Series
  
• Cross-border Telecommunication: A Task-based Collaboration at College Level
  
• Declarative Knowledge: Does It Mediate the Effect of Recasts and Prompts in an EFL Classroom Setting?
  
• Developing an Assessment Tool for the Strategic Competence of Japanese EFL Learners
  
• Developing Learners' Oral Communicative Language Abilities: A Collaborative Action Research Project in Argentina
  
• Do We Reliably Know What EFL Students Like in English Classrooms at University Level?
  
• Does Teaching to the Test Exist?: A Case Study of Teacher Washback in Taiwan
  
• EFL Communicative Language Teaching within a Framework of Response-Oriented Theory
  
• Error Treatment in EFL S-CMC Tasks: An Analysis of Corrective Feedback
  
• Feedback and Uptake in Chinese EFL Classrooms: In Search of Instructional Variables
  
• Forms or Meaning? Teachers' Beliefs and Practices Regarding Task-based Language Teaching: A Vietnamese Case Study
  
• From Communicative Activity to Task: A Short but Significant Journey
  
• How Do Mainland Chinese Learners of English Use Compensatory Strategies to Aid Communication: A Qualitative Analysis in Three Communicative Environments
  
• Impact of Learner-Centeredness on Primary School Teachers: A Case Study in Northeast Thailand
  
• Importance of Ongoing Motivation for EFL Writers' Performance: Growth Curve Modeling
  
• Incorporating Rich Vocabulary Instruction into a Language Classroom
  
• Individual Accountability in Cooperative Learning in EFL Classrooms: More Opportunities for Peer Interaction
  
• Is the Communicative Approach a Panacea?: Thoughts from Hong Kong
  
• Language Teachers' Beliefs and Practices Regarding the Appropriateness of Communicative Methodology: A Case Study from Thailand
  
• Lexical Collocations in EFL Writing
  
• Metastrategies Employed by Science and Engineering EFL Learners in a Speaking Task
  
• Move Registers and Language Teaching
  
• Principled Polycentrism and Resourceful Speakers
  
• Task Design to Task Enactment: How Teacher Interpretations of a Given Task Manipulate its Evolution as a Pedagogical Construct
  
• Teachers' Perceptions of Textbook and Teacher's Guide: A Study in Secondary Education in Bangladesh
  
• The Influence of a Study Abroad Teacher Training Program on the Language Development of Korean Teachers of English
  
• Toward Communicative Competence in the Japanese Context: The Challenges Facing Japanese English Teachers
  
• Understanding Factors that Influence Chinese English Teachers' Decision to Implement Communicative Activities in Teaching
  

• An Analysis of the Relationship between Presence, Consciousness and Performance in Learner-centered Communicative Learning Using SCMC - Experimental Study
  
• An Inter-Cultural Approach to Network-Based Language Learning
  
• Campus-Network-Based and Computer-Assisted College English Learning System Development in China and A Study of English Language & Culture CAI Matrix
  
• Chinese College English Learners' Attitudes and Behaviors in Computer-Assisted Autonomous Language Learning
  
• Chinese College Students' Reaction to CAI:A Case Study
  
• Computer Assisted Language Learning in Pakistan: Teachers' Perspectives
  
• Developing Teacher Autonomy and Reflective Practice through an Online Teacher Education Course
  
• Error Treatment in EFL S-CMC Tasks: An Analysis of Corrective Feedback
  
• Globalizing ESL Classrooms: The Design Principles of Academic Reading Strategies Instruction for On-Line Adult Learners
  
• The Effect of Computer Assisted L1 and L2 Glosses on L2 Vocabulary Learning
  

• A Corpus Analysis of Pedagogical Monologues in a Content-based EFL Context
  
• A Pedagogical Framework for Content-language Integrated Teaching at Middle School Level
  
• Approaches to Content-Based Academic Writing
  
• Schools of Fish: English for Access to International Academic and Professional Communities
  
• Teaching Culture to English Learners: Commonwealth Studies as a Content-based EFL Course
  

• Localizing English-Only Policy at a University English Reading Program in Korea
  

• An Inter-Cultural Approach to Network-Based Language Learning
  
• Bridging a Gap between Traditional Instruction and Communicative Language Teaching in a Foreign Language Classroom
  
• Cross-border Telecommunication: A Task-based Collaboration at College Level
  
• Forms or Meaning? Teachers' Beliefs and Practices Regarding Task-based Language Teaching: A Vietnamese Case Study
  
• From Communicative Activity to Task: A Short but Significant Journey
  
• Task Design to Task Enactment: How Teacher Interpretations of a Given Task Manipulate its Evolution as a Pedagogical Construct
  
• Task-based Intercultural Language Teaching in EFL Classroom
  
• Task-based Strategy Assessment: The Effect of Task Difficulty on Listening Strategy Use of Advanced EFL Learners
  
• Teachers' Beliefs About Task-Based Language Teaching in Japan
  
• The Effect of Task Complexity and Language Proficiency on Task-Based Language Performance
  
• The Effect of Task-based Reading Activities on Vocabulary Learning and Retention of Iranian EFL Learners
  
• Topic Familiarity Effect on Accuracy, Complexity, and Fluency of L2 Oral Output
  
• Using a Skills Development Course to Foster Teacher Professional Growth
  

• A Comparative Study of Lesson Topics in High School Textbooks Used
  
• A Study of Cognitive Level of Bilingual Proficiency: What Makes Balanced Bilinguals?
  
• An Analysis of the Relationship between Presence, Consciousness and Performance in Learner-centered Communicative Learning Using SCMC - Experimental Study
  
• An Analytical Evaluation of Iranian High School ELT Textbooks from 1970 to the Present
  
• An Inter-Cultural Approach to Network-Based Language Learning
  
• An Overall Evaluation of Elementary English Education in Taiwan
  
• Bridging a Gap between Traditional Instruction and Communicative Language Teaching in a Foreign Language Classroom
  
• Challenges in Conducting Classroom-Based Research in EFL Settings
  
• Collocations in High School and Pre-University English Textbooks Versus New Interchange Book Series
  
• Communication Strategy Use and Proficiency Level of ESL Learners
  
• Competence and Capability: Rethinking the Subject English
  
• Cross-border Telecommunication: A Task-based Collaboration at College Level
  
• Cultural Awareness in Teaching English: Analysing Intercultural Communication and Teaching Positive Politeness Strategies
  
• Declarative Knowledge: Does It Mediate the Effect of Recasts and Prompts in an EFL Classroom Setting?
  
• Developing an Assessment Tool for the Strategic Competence of Japanese EFL Learners
  
• Developing Learners' Oral Communicative Language Abilities: A Collaborative Action Research Project in Argentina
  
• Differential Difficulty in Processing L1-L2 Verb Splits: Dissociation with Corpus Frequency
  
• Do We Reliably Know What EFL Students Like in English Classrooms at University Level?
  
• Does Teaching to the Test Exist?: A Case Study of Teacher Washback in Taiwan
  
• EFL Communicative Language Teaching within a Framework of Response-Oriented Theory
  
• English Language Attrition in Short Conversation and Passage Listening Comprehension
  
• Error Treatment in EFL S-CMC Tasks: An Analysis of Corrective Feedback
  
• Evaluating the Impact of Oral Test Anxiety and Speaking Strategy Use on Oral English Performance
  
• Examining a Metacognitive Instruction Model
  
• Exploring the Use of Oral-Communication Strategies by (Non)Fluent L2 Speakers
  
• Feedback and Uptake in Chinese EFL Classrooms: In Search of Instructional Variables
  
• Flipping the Classroom and Tertiary Level EFL Students' Academic Performance and Satisfaction
  
• Forms or Meaning? Teachers' Beliefs and Practices Regarding Task-based Language Teaching: A Vietnamese Case Study
  
• From Communicative Activity to Task: A Short but Significant Journey
  
• Hedging Strategies in Health Discourse: A Study of Pharmaceutical Leaflets
  
• How Do Mainland Chinese Learners of English Use Compensatory Strategies to Aid Communication: A Qualitative Analysis in Three Communicative Environments
  
• Impact of Learner-Centeredness on Primary School Teachers: A Case Study in Northeast Thailand
  
• Importance of Ongoing Motivation for EFL Writers' Performance: Growth Curve Modeling
  
• Incorporating Rich Vocabulary Instruction into a Language Classroom
  
• Individual Accountability in Cooperative Learning in EFL Classrooms: More Opportunities for Peer Interaction
  
• Is the Communicative Approach a Panacea?: Thoughts from Hong Kong
  
• Language Teachers' Beliefs and Practices Regarding the Appropriateness of Communicative Methodology: A Case Study from Thailand
  
• Lexical Collocations in EFL Writing
  
• Metastrategies Employed by Science and Engineering EFL Learners in a Speaking Task
  
• Methodology and the Pragmatics of English as an International Language
  
• Move Registers and Language Teaching
  
• Multicultural Communication between Jews and Arabs in English Teacher Training
  
• Principled Polycentrism and Resourceful Speakers
  
• Russian English: Status, Attitudes, Problems
  
• Task Design to Task Enactment: How Teacher Interpretations of a Given Task Manipulate its Evolution as a Pedagogical Construct
  
• Teachers' Perceptions of Textbook and Teacher's Guide: A Study in Secondary Education in Bangladesh
  
• Teaching Creative Writing in English: An Innovative Means of University-level EFL Education
  
• Teaching Global English with NNS-NNS Online Communication
  
• The Challenge of Informed Use: A Unique IT Experience for Teachers and Students from the
  
• The Influence of a Study Abroad Teacher Training Program on the Language Development of Korean Teachers of English
  
• Toward Communicative Competence in the Japanese Context: The Challenges Facing Japanese English Teachers
  
• Two Affective Variables and Language Learners' Perceptions of Classroom Interaction
  
• Understanding Factors that Influence Chinese English Teachers' Decision to Implement Communicative Activities in Teaching
  
• Uses of First and Foreign Languages as Learning Resources in a Foreign Language Classroom
  
• Using 'A Shadowing' Technique' to Improve English Pronunciation Deficient Adult Japanese Learners: An Action Research on Expatriate Japanese Adult Learners
  

• Collocations in High School and Pre-University English Textbooks Versus New Interchange Book Series
  
• Developing an Assessment Tool for the Strategic Competence of Japanese EFL Learners
  
• Does Teaching to the Test Exist?: A Case Study of Teacher Washback in Taiwan
  
• How Do Mainland Chinese Learners of English Use Compensatory Strategies to Aid Communication: A Qualitative Analysis in Three Communicative Environments
  
• Incorporating Rich Vocabulary Instruction into a Language Classroom
  
• Individual Accountability in Cooperative Learning in EFL Classrooms: More Opportunities for Peer Interaction
  
• Lexical Collocations in EFL Writing
  
• Teachers' Perceptions of Textbook and Teacher's Guide: A Study in Secondary Education in Bangladesh
  
• Toward Communicative Competence in the Japanese Context: The Challenges Facing Japanese English Teachers
  

• An Overall Evaluation of Elementary English Education in Taiwan
  
• Bangladeshi English Teachers' Perceptions of their Professional Practice
  
• Bridging the Gap Between Teaching Styles and Learning Styles: A Cross-cultural Perspective
  
• Campus-Network-Based and Computer-Assisted College English Learning System Development in China and A Study of English Language & Culture CAI Matrix
  
• Cross-border Telecommunication: A Task-based Collaboration at College Level
  
• Damunwha Students' Funds of Knowledge in English: A Qualitative Case Study in the South Korean Context
  
• Do We Reliably Know What EFL Students Like in English Classrooms at University Level?
  
• Examining Narratives of Conflict and Agency: Insights into Non-Local English Teacher Identity
  
• From Ideology to Inquiry: Mediating Asian and Western Values in ELT Practice
  
• Global English and EFL Learners: Implications for Critical Pedagogy
  
• International Cultures in the Framework of World Englishes: What Should EFL Teachers Do?
  
• Multicultural Communication between Jews and Arabs in English Teacher Training
  
• New Directions in Contrastive Rhetoric: Some implications for Teachers of Writing in Multilingual Contexts
  
• Overseas Chinese Students' Perceptions of the Influence of English on their Language and Culture
  
• Participants' Perceptions on a Multi-goal Oriented English Language Education Policy: A Case of Talk (Tech and Learn in Korea)
  
• Schools of Fish: English for Access to International Academic and Professional Communities
  
• Teaching Culture to English Learners: Commonwealth Studies as a Content-based EFL Course
  
• Teaching English as an International Language: The Role of Culture in Asian Contexts
  
• The Global Spread of English: Ethical and Pedagogic Concerns for ESL/EFL Teachers
  
• The Hidden Curriculum of Cultural Content in Internationally Published ELT Textbooks: A Closer Look at New American Inside Out
  
• The Relationship between University Students' Exposure to Foreign Culture and Global Competency
  
• Toward Communicative Competence in the Japanese Context: The Challenges Facing Japanese English Teachers
  
• Translingualism in Action: Rendering the Impossible Possible
  

• Bridging the Gap Between Teaching Styles and Learning Styles: A Cross-cultural Perspective
  
• Critical and Corpus-based Approaches to Intercultural Rhetoric
  
• Cultural Awareness in Teaching English: Analysing Intercultural Communication and Teaching Positive Politeness Strategies
  
• Impact of Learner-Centeredness on Primary School Teachers: A Case Study in Northeast Thailand
  
• Methodology and the Pragmatics of English as an International Language
  
• Multicultural Communication between Jews and Arabs in English Teacher Training
  
• "Orientalism" and Contrastive (Intercultural) Rhetoric: A Response to What Said Has Said
  
• Participants' Perceptions on a Multi-goal Oriented English Language Education Policy: A Case of Talk (Tech and Learn in Korea)
  
• Task-based Intercultural Language Teaching in EFL Classroom
  
• Teaching Creative Writing in English: An Innovative Means of University-level EFL Education
  
• The Hidden Curriculum of Cultural Content in Internationally Published ELT Textbooks: A Closer Look at New American Inside Out
  
• The Relationship between University Students' Exposure to Foreign Culture and Global Competency
  

• English Teachers' Actual and Ideal Interpersonal Behavior and Students' Outcomes in Secondary Schools of Thailand
  
• The Interplay of Receiving, Accepting, and Asking for Strokes and Iranian EFL Teachers' Perceived Self-Efficacy
  
• The Study of Emotional Intelligence and Literature in Education: Gender and Major of Study
  

• American and Japanese Listener Assessment of Japanese EFL Speech: Pronunciation Features Affecting Intelligibility
  
• Choosing an Appropriate Pronunciation Model for The ELT Classroom: A Hong Kong Perspective
  
• Judgments of Intelligibility and Foreign Accent by Listeners of Different Language Backgrounds
  
• Korean English Speakers' Perceptions of East-Asian English Speakers' Pronunciation
  
• Learning and using English at university: Lessons from a longitudinal study in Hong Kong
  
• Phonological Changes in Cantonese-English Code-Mixing for ESL Learners in Hong Kong and Their Attitudes Toward Code-Mixing
  
• Teaching and Researching English Accents in Native and Non-native Speakers
  

Acceptability/Judgement +

Accuracy +

Category/Type +

Complexity +

Error +

Form +

Knowledge/Metalanguage +

Linguistic Feature +

Order +

Spelling +

Thematic Progression +

Listen Comprehension +

Listen Problem +

Listen Skill/Ability +

Listen Strategy +

• A Hollywood English Pronunciation for Japanese Students? An Exploration of Japanese University Students' Attitudes towards Japanese English Pronunciation
  
• A New Approach to Teaching Pronunciation: An Exploratory Case Study
  
• American and Japanese Listener Assessment of Japanese EFL Speech: Pronunciation Features Affecting Intelligibility
  
• An Analytical Evaluation of Iranian High School ELT Textbooks from 1970 to the Present
  
• Choosing an Appropriate Pronunciation Model for The ELT Classroom: A Hong Kong Perspective
  
• intelligible Pronunciation: Focus on the Proficient L2 Speaker
  
• Korean English Speakers' Perceptions of East-Asian English Speakers' Pronunciation
  
• Korean Learners' Production of English Sound Contrast: Focusing on Word-Final /?? and /?쳃/
  
• Let's See if Learners' Level of Proficiency in English Affects their Production of Segmentals and Suprasegmentals: A Case of Iranian EFL Learners
  
• Nuclear Stress Patterns in Reading by Adult Chinese EFL Learners: Explicit Training or Implicit Learning?
  
• Pedagogical Practice and Students' Perceived Effectiveness of Web-based Automated Speech Evaluation
  
• Phonological Changes in Cantonese-English Code-Mixing for ESL Learners in Hong Kong and Their Attitudes Toward Code-Mixing
  
• Shadowing for Pronunciation Development: Haptic-Shadowing and IPA-Shadowing
  
• Speech Intelligibility of Korean EFL Learners: Role of Proficiency, Text Type and Text Length
  
• Testing the Comparability of Different L2 Oral Test Tasks
  
• The Role of Explicit Instruction in the Development of L2 Phonology
  
• Using 'A Shadowing' Technique' to Improve English Pronunciation Deficient Adult Japanese Learners: An Action Research on Expatriate Japanese Adult Learners
  
• Using Auditory Word Repetition to Improve L2 Pronunciation of English Schwa by Japanese Learners: From the Perspective of Phonological Processing
  

Extensive Reading +

Read Comprehension +

Reading Strategy +

Speaking Skill +

Speaking Strategy +

Academic Word +

Error +

Idiom/Lexical (Bundle) +

Incidental +

Productive +

Receptive +

Type +

Vocabulary Learning +

Vocabulary Teaching +

Academic Thesis/Academic Essay +

Academic Writing +

Composition +

Discourse Marker +

Genre/Narrative/Argumentative +

• Effect of Reading On-line Local Newspapers Headlines on Developing University Students' Reading Skills in English
  
• English Teachers' Actual and Ideal Interpersonal Behavior and Students' Outcomes in Secondary Schools of Thailand
  
• Evaluating the Impact of Oral Test Anxiety and Speaking Strategy Use on Oral English Performance
  

• A Corpus-Based Analysis of Discourse Markers in Curriculum-Based English Textbooks and the English Entrance Exam in Taiwan
  
• Current Trends and Issues in English Language Education in Asia
  
• English Teachers' Actual and Ideal Interpersonal Behavior and Students' Outcomes in Secondary Schools of Thailand
  
• The Washback Impact of the Iranian University Entrance Examination on Pre-University English Teachers
  

• Effects of Massed vs. Distributed Implicit FonF on Receptive Acquisition of L2 Vocabulary Items
  
• Formal Instruction and the Acquisition of Linguistic Features
  
• The Effect of Task Complexity and Language Proficiency on Task-Based Language Performance
  
• Validation of the C-Test amongst Chinese ESL Learners
  
• ZPD-Based Dynamic Assessment and Collaborative L2 Vocabulary Learning
  

• Does Teaching to the Test Exist?: A Case Study of Teacher Washback in Taiwan
  
• Effects of Listening Strategy Training for EFL Adult Listeners
  
• Evaluating the Impact of Oral Test Anxiety and Speaking Strategy Use on Oral English Performance
  
• Exploring Motivational Changes for Short In-class Extensive Reading
  
• How Many Words Do You Need to Know to Understand TOEIC, TOEFL & EIKEN? An Examination of Text Coverage and High Frequency Vocabulary
  
• Linguistic Differences in the Writing Performance of Adolescent EFL Learners: The Influence of Independent and Integrated Tasks
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Motivation and Attitudes Toward Foreign Language Learning as Socio-politically Mediated Constructs: The Case of Korean High School Students
  
• Students' Perspectives on a School-based English Proficiency Test
  
• Topic Effects on Writing Performance: What Do Students and Their Writings Tell Us?
  
• Variables that Influence Elementary School Students' English Performance in Japan
  

• Assessing the Roles of Metacognitive Knowledge and Vocabulary Size in EFL Reading Comprehension
  
• Investigating the Strategic Reading Processes of Readers in Different Cultural Contexts
  
• The Effect of Genre Consciousness-raising Tasks on Iranian EFL Learners' Listening Comprehension Performance
  

• The Influence of Chunking on Reading Comprehension: Investigating the Acquisition of Chunking Skill
  

• Exploring the Effects of Intention-oriented Input-based Instruction in Second Language Pragmatics: A Case of English Request Hedges
  

• Exploring Test Takers' Cognition in a High-stakes Reading Test: An Eye-tracking Study
  
• Investigating Differences in the Reading Processes of Advanced and Intermediate Readers
  

• A Pedagogical Framework for Content-language Integrated Teaching at Middle School Level
  
• A Study of Cognitive Level of Bilingual Proficiency: What Makes Balanced Bilinguals?
  
• Evaluating the Impact of Oral Test Anxiety and Speaking Strategy Use on Oral English Performance
  
• Investigating the Effect of Training on Raters' Bias toward Test Takers in Oral Proficiency Assessment: A FACETS Analysis
  
• Japanese Learner Preferences for Varieties of English and Oral Assessment
  
• Let's See if Learners' Level of Proficiency in English Affects their Production of Segmentals and Suprasegmentals: A Case of Iranian EFL Learners
  
• On the Relationship Between Risk-taking and Self-assessment of Speaking Ability: a Case of Freshman EFL Learners
  
• Teaching Hong Kong L2 Learners Wh-Questions - Using a Learning Study Approach
  
• Testing the Comparability of Different L2 Oral Test Tasks
  
• The Effect of English Learning in Elementary School on Students' English Language Development in Junior High School
  

• An Exploratory Study of the English Vocabulary Size of Hong Kong Primary and Junior Secondary School Students
  
• Incidental Vocabulary Learning of Non-English Major Graduates
  
• Language Learning Strategies, Multiple Intelligences and Self-Efficacy: Exploring the Links
  
• Relationship Between Learner Autonomy and English Language Proficiency of Japanese Learners
  

• Enhancing Vietnamese Learners' Ability in Writing Argumentative Essays
  
• Investigating EFL Writing Assessment in a Classroom Setting: Features of Composition and Rater Behaviors
  
• Linguistic Differences in the Writing Performance of Adolescent EFL Learners: The Influence of Independent and Integrated Tasks
  
• Teacher-correction, Peer-correction and Self-correction: Their Impacts on Iranian Students' IELTS Essay Writing Performance
  

• Glossing Mode in Self-regulated Vocabulary Learning, and its Relationship with Gender, Age, and Field of Study
  

• A Comparative Study of Lesson Topics in High School Textbooks Used
  
• A Comparative Study of Metadiscourse Use in Research Articles written by Native and Non-native Speakers: Is Audience Taken into Account?
  
• A Corpus-Based Analysis of Discourse Markers in Curriculum-Based English Textbooks and the English Entrance Exam in Taiwan
  
• A Critical Look at Authentic Materials
  
• A Developmental Perspective on Academic Writing Instruction for Japanese EFL Students
  
• Advanced English Conversations for World Games 2009 Textbook: Design and Evaluation
  
• An Analysis of English Textbooks Used at Iranian Guidance Schools in Terms of Bloom's Taxonomy
  
• An Analytical Evaluation of Iranian High School ELT Textbooks from 1970 to the Present
  
• An Examination of Written Genres in English Language Textbooks in Japan
  
• An Overall Evaluation of Elementary English Education in Taiwan
  
• Approaches to Content-Based Academic Writing
  
• Are Written Instructions in Learner Materials Always Necessary?
  
• Carving Critical Spaces in High-Stakes Systems Through Materials Analysis Workshops
  
• Choosing an Appropriate Pronunciation Model for The ELT Classroom: A Hong Kong Perspective
  
• Collocation and Idiom Problems in Secondary Pupils' Writing in Brunei Darussalam
  
• Collocations in High School and Pre-University English Textbooks Versus New Interchange Book Series
  
• Creating an Institution-Specific Science and Engineering Academic Word List for University Students
  
• Critical Literacy in the EFL Classroom: Evolving Multiple Perspectives through Learning Tasks
  
• Current Trends and Issues in English Language Education in Asia
  
• Digital Semiotics in ESP/EAP Materials Development: The Study of the Effects of DVD Options for Developing Text-Independent Thinking / Reading
  
• Do We Reliably Know What EFL Students Like in English Classrooms at University Level?
  
• Does Teaching to the Test Exist?: A Case Study of Teacher Washback in Taiwan
  
• Effects of Speech Rate and Background Noise on EFL Learners' Listening Comprehension of Different Types of Materials
  
• Flipping a Chinese University EFL Course: What Students and Teachers Think of the Model
  
• Forms or Meaning? Teachers' Beliefs and Practices Regarding Task-based Language Teaching: A Vietnamese Case Study
  
• From Ideology to Inquiry: Mediating Asian and Western Values in ELT Practice
  
• Gap Between Intended and Acquired Curriculum of English in Secondary Schools in Laos
  
• Gendered Language in the Classroom
  
• Globalizing ESL Classrooms: The Design Principles of Academic Reading Strategies Instruction for On-Line Adult Learners
  
• Glossing Mode in Self-regulated Vocabulary Learning, and its Relationship with Gender, Age, and Field of Study
  
• "I only cited some of his words": The dilemma of EFL students and their perceptions of plagiarism in academic writing
  
• Improvement of Listening Comprehension Skills through Shadowing with Difficult Materials
  
• Interlanguage Pragmatic Test Tasks: Does a Low-Stakes Test have Washback to L2 Teachers and Learners?
  
• Investigating Differences in the Reading Processes of Advanced and Intermediate Readers
  
• Investigating the Strategic Reading Processes of Readers in Different Cultural Contexts
  
• Language Learning Strategies in Distance English Learning: A Study of Learners at Shantou Radio and Television University, China
  
• Linguistic Imperialism and Foreign Language Teaching
  
• Looking in From Within: Student Diaries as a Bridge to Understanding the Reading Minds
  
• Methodology and the Pragmatics of English as an International Language
  
• New Directions in Contrastive Rhetoric: Some implications for Teachers of Writing in Multilingual Contexts
  
• Opening Pandora's Box: A Corpus-Based Study of Idioms in ELT Materials
  
• Previewing and EFL Reading Comprehension
  
• Professional Survival in a Neoliberal Age: A Case Study of an EFL Teacher in China
  
• Role Assigning in Jigsaw Classroom: An Asian Classroom Reality Revealed
  
• Russian English: Status, Attitudes, Problems
  
• Speech Intelligibility of Korean EFL Learners: Role of Proficiency, Text Type and Text Length
  
• Studying Lexical Input from English Textbooks for Primary and Junior Secondary Students in Hong Kong
  
• Task Design to Task Enactment: How Teacher Interpretations of a Given Task Manipulate its Evolution as a Pedagogical Construct
  
• Teachers' Perceptions of Textbook and Teacher's Guide: A Study in Secondary Education in Bangladesh
  
• Teachers' Perceptions of the New English Textbooks in Iranian Junior High Schools
  
• Teaching Culture to English Learners: Commonwealth Studies as a Content-based EFL Course
  
• Teaching English as an International Language: The Role of Culture in Asian Contexts
  
• The Challenge of Informed Use: A Unique IT Experience for Teachers and Students from the
  
• The Effect of Computer Assisted L1 and L2 Glosses on L2 Vocabulary Learning
  
• The Hidden Curriculum of Cultural Content in Internationally Published ELT Textbooks: A Closer Look at New American Inside Out
  
• Time Related Idiomatic Language: A Corpus-based Approach to TEFL with Reference to MICASE
  
• Topic Familiarity Effect on Accuracy, Complexity, and Fluency of L2 Oral Output
  
• Topic Interest and Goal Orientation:An Investigation on Middle School EFL Students in Vietnam
  
• Translingualism in Action: Rendering the Impossible Possible
  
• Using Auditory Word Repetition to Improve L2 Pronunciation of English Schwa by Japanese Learners: From the Perspective of Phonological Processing