:: The Journal of AsiaTEFL ::

The Journal of AsiaTEFL

eISSN: 2466-1511 ISSN: 1738-3102

Journal Abbreviation : JAT
Frequency : March(31st), June(30th), September(30th), December(31st)
Doi Prefix : 10.18823
Year of Launching : 2004
Publisher : AsiaTEFL

The Journal of AsiaTEFL

논문 검색

[Research Article] Lexical Bundles in EAP Research Articles of L1 and L2 English Authors: A Contrastive Analysis

[Research Article] Pre-Task Planning in L2 Writing: Pedagogical Benefits and Practical Concerns

[Research Article] A Primer on Authorial Voice-Promoting Pedagogy in an Academic Argumentative EFL Context: An Innovative Mixed-Methods Research Approach

[Research Article] An Exploration of Teacher Roles in Blended EFL Contexts in Vietnam

[Research Article] Exploring the Impact of TPACK-based Teacher Professional Development (TPD) Program on EFL Teachers' TPACK Confidence and Beliefs

[Research Article] Using Systemic Functional Linguistics and the Genre-Based Approach in EFL Classroom Language Communities of Practices

[Research Article] Vietnamese EFL Novice Teachers' Pedagogical Decisions within a Mandated Communicative Language Curriculum

[Research Article] Understanding Chinese High School ESL Learners' Use of L2 Attitudinal Resources in Letter Writing: A Systemic Functional Perspective

[Research Article] Chinese-Speaking Undergraduates in Australia: A Lexical Approach to Teaching Academic Writing

[Shorter Article] Does Complexity Mean Quality? Association between Popular Automatic Linguistic Complexity Measures and L2 Writing Quality Features

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The Journal of AsiaTEFL

논문 검색

Lexical Bundles in EAP Research Articles of L1 and L2 English Authors: A Contrastive Analysis

Pre-Task Planning in L2 Writing: Pedagogical Benefits and Practical Concerns

A Primer on Authorial Voice-Promoting Pedagogy in an Academic Argumentative EFL Context: An Innovative Mixed-Methods Research Approach

An Exploration of Teacher Roles in Blended EFL Contexts in Vietnam

Exploring the Impact of TPACK-based Teacher Professional Development (TPD) Program on EFL Teachers' TPACK Confidence and Beliefs

Using Systemic Functional Linguistics and the Genre-Based Approach in EFL Classroom Language Communities of Practices

Vietnamese EFL Novice Teachers' Pedagogical Decisions within a Mandated Communicative Language Curriculum

Understanding Chinese High School ESL Learners' Use of L2 Attitudinal Resources in Letter Writing: A Systemic Functional Perspective

Chinese-Speaking Undergraduates in Australia: A Lexical Approach to Teaching Academic Writing

Does Complexity Mean Quality? Association between Popular Automatic Linguistic Complexity Measures and L2 Writing Quality Features