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.

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Featured Journal Article

2014 Quarterly


  2014 Volume 16, Issue 4 : December 2014 Quarterly Journal Download Full PDF Articles Book Reviews Codeswitching in University English-Medium Classes: Asian Perspectives Edited by Roger Barnard and James McLellan Reviewed by Anna Husson Isozaki Technology Enhanced Language Learning: Connecting Theory and Practice Aisha Walker and Goodith White Reviewed by Darío Luis Banegas   Volume 16, Issue 3 : September 2014 Quarterly […]

Featured Thesis

Perceptions of School Leadership in the United Arab Emirates (UAE)


There are increasing pressures in schools in the United Arab Emirates (UAE) to enact change, and the academic literature has shown that transformational leadership is positively associated with school leaders’ effectiveness at implementing reforms. The purpose of this study was to determine the degree to which school principals in the UAE practice transformational leadership to bring about change and innovation within this Middle Eastern educational context, as well as to investigate teachers’ and principals’ overall acceptance of this type of leadership in this country.

Featured Teaching Article

Volume 81 – January 2015 – Teaching Article


This study examines shadowing, or the on-line simultaneous repetition of heard speech, in the EFL context, and suggests how monitoring might be incorporated into shadowing activities to create a learning method. Shadowing has been used as a technique to improve listening skills, especially bottom-up skills. The study investigates two approaches to monitoring — self-monitoring and pair-monitoring — and compares how they affect phoneme awareness development and listening comprehension in lower- and higher-proficiency English learners.