About Asian EFL

The Asian EFL Journal is published monthly and presents information, theories, research, methods and materials related to language acquisition and language learning. An academic Second Language Acquisition Research Journal. The Asian EFL Journal is one of the world's leading refereed and indexed journals for second language research.

Professor Roger Nunn of the Petroleum Institute, UAE is the Chief Editor and Dr. John Adamson, University of Niigata Prefecture, Japan, Oversees Academic Standards.

post thumbnail

Featured Journal Article

From Reading to translation- the effects of L1/L2 supplementary reading on Taiwanese university students’ translation performance


This study adopted translation as the measurement to examine the effect of background knowledge, provided in the form of reading from university students’ first (Chinese) or second (English) language, on their performance of an English-to-Chinese translation text. 150 EFL English majors were involved in this study.

Featured Thesis

Effects of Collaborative Blogging on Communicative Skills in Writing of Thai EFL University Students


This study explored the effects of collaborative blogging on communicative skills in writing of Thai EFL students. It also investigated the student’s attitudes as a result of collaborative blogging. The participants were 12 fourth-year university students from the northeastern part of Thailand, studying English as their major field of study. They had not written blogs before, and were relatively new to the concept of blogging.

Featured Teaching Article

Multiple intelligences and vocabulary recall in Young Learners: An Action Research Project


This paper seeks to engage in attempts to problematize hegemony associated with ELT Effective classroom activities that acknowledge multiple intelligences and learning styles increase the probability of young learners’ (YLs’) acquisition and retention of vocabulary, which is valuable for language acquisition (Hughes, 2006). This research project presented results of a quantitative Action Research Project (AR) involving a class of approximately 25 students in a Japanese kindergarten.