Quarterly Journals

Volume 18 Issue 1 : March 2016 Quarterly Journal

Volume 18 Issue 1 : March 2016 Quarterly Journal

Foreword by Assistant Copy Editors
1. Toshie Agawa and Osamu Takeuchi. Validating Self-Determination Theory in the Japanese EFL Context: Relationship between Innate Needs and Motivation
2. Le Pham Hoai Huong and Marie Yeo. Evaluating In-Service Training of Primary English Teachers: A Case Study in Central Vietnam
3. Vu Thi Hoang Mai. Pre-Service Teacher Beliefs toward EIL Pedagogy in Teaching and Learning English
4. Jalal Kamalizad and Moses Samuel. The Role of EFL/ESL Settings in Using Language Learning Strategies
5. Rintaro Sato. Examining High-intermediate Japanese EFL Learners’ Perception of
Recasts: Revisiting Repair, Acknowledgement and Noticing through
Stimulated Recall
6. Hao-Che Wu and Tomoko Takahashi. Developmental Patterns of Interlanguage Pragmatics in Taiwanese EFL Learners: Compliments and Compliment Responses

Book Reviews
1. Teachers as Mediators in the Foreign Language Classroom
Michelle Kohler
Reviewed by Nicholas Bradley
2. Silence in the Second Language Classroom
Jim King
Reviewed by Elizabeth Wohlers

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Volume 17 Issue 4 : December 2015 Quarterly Journal

Volume 17 Issue 4 : December 2015 Quarterly Journal

Volume 17, Issue 4 : December 2015 Quarterly Journal Download Full PDF Custódio Martins. Foreword Research Articles Nina Inayati English Language Teachers’ Use of Social Media Technology in Indonesian Higher Education Context Kevin Balchin and Carol Wild Expanding the vision: A study of teacher trainees’ beliefs about using technology in the English language classroom in Malaysia Nhu-Hien Luong-Phan Challenges […]

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Volume 17 Issue 3 : September 2015 Quarterly Journal

Volume 17 Issue 3 : September 2015 Quarterly Journal

Volume 17, Issue 3 : September 2015 Quarterly Journal Download Full PDF Main Articles Foreword by Aradhna Malik Sarah V. Harrison. Word Association: Exploring the L2 Mental Lexicon of Korean EFL Learners Tim S. O. Lee & Shu Yang Lin. A Preliminary Study of the Use of L2 Motivational Strategies in a Business English Course Eleni Petraki & Maya […]

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Teaching Articles

Volume 92 – May 2016 – Teaching Article

Volume 92 – May 2016 – Teaching Article

1. Fortunasari
The use of information and communication technologies (ICTs) in English as foreign language learning: A review of recent practices in Indonesia

2. Juang Rudianto Putra
Designing an ESP course syllabus for students of finance and banking department: A survey at a private Islamic university in Bogor

3. Zhang Bin and Pedro Luis Luchini
Towards improvements in Chinese students’ oral communication skills: A cooperative action research project

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Volume 91 – April 2016 – Teaching Article

Volume 91 – April 2016 – Teaching Article

1. Tamanna Mostafa
A Functional Task Based Curriculum for EFL Students
2. Heny Hartono
Communicative Competence Assessment for Teachers of Bilingual Schools in Indonesia
3. Yih-Lan Chen
How teachers support student autonomy in EFL context
4. Harika B. Bilici
The Effectiveness of Year 1 International Studies Strand of an ESP Program in Year 2: Student Perceptions
5. Takeshi Sato
The Feasibility of Critical Reading in ELF Settings: Teachers’ Roles and Modifications
6. Hui-Yin
English Pronunciation Error/Problem Analysis for Chinese Students

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Volume 90 – February 2016 – Teaching Article

Volume 90 – February 2016 – Teaching Article

1. Hsiu-chuan Chen. A Study of Ability Grouping Practice in an EFL Context: Perspectives of Junior College Nursing Students
2. Martin Hawkes. Using Task Portfolios for Assessment in Oral Communication Courses
3. Hambalee Jehma. Flipped Learning as a Strategy for an Effective EFL Classroom
4. Darlene Yamauchi. Redesigning a Japanese Tertiary Communicative EFL syllabus: Integrating Multiple Intelligences
5. Lindsay Mack. Narrative Reflection on an Advanced English Course in Japan

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Theses

Investigating foreign language anxiety (FLA) through nonverbal cues: an analysis of performance of behavior in a speaking exam

Investigating foreign language anxiety (FLA) through nonverbal cues: an analysis of performance of behavior in a speaking exam

Described as one of the best predictors of L2 achievement Foreign Language Anxiety (FLA) is a complex affective factor that has been well documented in EFL literature, yet the methods employed to investigate the phenomena have been largely constrained to surveys and traditional qualitative methods, such as diaries and interviews leaving gaps in our understanding of how it manifests itself in the student’s nonverbal behavior in real time. In addition to investigating FLA in relation to performance, this study is the first to analyze nonverbal behavior in an Asian context by adapting methods first introduced by Gregersen (2005). Though findings show a negative relationship using Spearman’s correlation ( = -.8, p<0.05, N=8) in comparing the FLA to speaking exam scores, this study was unable to demonstrate results consistent with Gregersen’s (2005) findings. The implications of this study draw attention to the role pedagogy in design and delivery of speaking exams.

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Ideologies and power relations in a global commercial English language textbook used in South Korean universities: A critical image analysis and a critical discourse analysislysis and a critical discourse analysis

Ideologies and power relations in a global commercial English language textbook used in South Korean universities: A critical image analysis and a critical discourse analysislysis and a critical discourse analysis

This study discusses the roles of Native English Speaking Teachers (NESTs) in contemporary Japanese society through existing literature, and the results from questionnaires. Ever since the largest wave of NESTs started to work in Japanese public secondary schools in 1987 their roles have never been satisfactorily specified. NESTs are officially employed to offer students opportunity to improve their communicative ability. However, their roles are shaped by complex professional and societal factors.

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Contemporary roles of foreign English teachers in Japanese public secondary schools: An exploratory study

Contemporary roles of foreign English teachers in Japanese public secondary schools: An exploratory study

This study discusses the roles of Native English Speaking Teachers (NESTs) in contemporary Japanese society through existing literature, and the results from questionnaires. Ever since the largest wave of NESTs started to work in Japanese public secondary schools in 1987 their roles have never been satisfactorily specified. NESTs are officially employed to offer students opportunity to improve their communicative ability. However, their roles are shaped by complex professional and societal factors.

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Book Reviews

Problem Solving in a Foreign Language: A Study in Content and Language Integrated Learning

Problem Solving in a Foreign Language: A Study in Content and Language Integrated Learning

Lena Heine, Berlin: De Gruyter, 2010, Pp. xii + 217. Reviewed by Greg Rouault Konan University, Hirao School of Management, Japan The aim of the book, 11 chapters based on Lena Heine’s PhD thesis, is to investigate how learners mentally deal with content-focused activities in a foreign language by using the concept of problem solving […]

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Teaching and Researching Autonomy (second edition)

Teaching and Researching Autonomy (second edition)

Phil Benson. Pearson: Pearson Education Limited, 2011. Pp. xi + 283 Reviewed by Matthew Rooks Kobe University Kobe, Japan Phil Benson’s Teaching and Researching Autonomy (Second Edition) is a fully revised and updated follow-up to his widely read 2001 first edition, which proved to be an invaluable tool to introducing language teachers and learners to […]

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Collocations Extra: Multi-level Activities for Natural English

Collocations Extra: Multi-level Activities for Natural English

Elizabeth Walter & Kate Woodford. Cambridge: Cambridge University Press, 2010. Pp. 1-126 Reviewed by Esmaeel Hamidi The Islamic Azad University, Science and Research Branch Tehran, Iran Collocations Extra is one of the recent volumes of work within the field of vocabulary instruction that aims at developing language learners’ competence of collocations. The book, primarily published […]

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