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.

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Featured Journal Article

Oral Reading Rate, Reading Comprehension, and Listening Comprehension in Learners of EFL


This study, motivated by child reading research in L1, explored the relationships between: 1) Two oral reading rates; 2) Reading comprehension; and 3) Listening comprehension in English in Japanese learners of English as a foreign language (EFL). Results unexpectedly showed that the correlations between two rates and two modes of comprehension were low or non-significant, which are in marked contrast to high correlations reported for English-speaking children.

Featured Thesis

Discovery of future-selves as TESOL professionals: Exploring the Identity Formation of Nonnative Preservice Teachers


The present study explored the process through which nonnative TESOL students construct their professional identities and discover their future professional-selves. In particular, this study found nonnative tutors (NNSTs) to have a significant influence upon the social circumstances of nonnative students (NNSSs).

Featured Teaching Article

Countering hegemonic ELT materials in Asian EFL contexts


This paper seeks to engage in attempts to problematize hegemony associated with ELT materials, especially in EFL settings. Social transformative perspectives will shed light on the role of agency through collective actions of social power by English language teachers, teacher educators, and students in possibly 1) critiquing forms of hegemony (i.e., dominant use of standard [academic] English and avoidance to [controversial] themes related to social justice) in ELT materials, and 2) envisioning transformative strategies that may challenge the hegemony being critiqued.