Volume 23 Issue 3.1 2019
Research Articles
- Tanya M. McCarthy and Matthew I. Armstrong
Peer-Assisted Learning: Revisiting the Dyadic Interaction Process in L2Academic Writing - Masumi Kojima, Takumi Ishii, Hirosada Iwasaki, and Yoriko Harada
Metadiscourse in Japanese EFL Learners’ Argumentative Essays: Applying the Interpersonal Model - Wang Chen
The Relationship between Vocabulary Knowledge and Use of Chinese Tertiary Learners - Duckhee Sung and Levi McNeil
Professional Development Experiences in Reading Comprehension Instruction:
L2 Teacher Reactions to Strategic Approaches in South Korea - Shaofei Lu
“You Should Force Us to Talk.”—Symbolic Power, National Rhetoric, and Oral English in China - Ryan Lege
Typography’s Effect on Language Learners’ Reading Processes: An Eye Tracking Study
Book Reviews
- Hadingham, Oliver
Ball, P., Kelly, K., Clegg, J. (2016). Putting CLIL into Practice, Phil Ball, Keith Kelly, John Clegg, Oxford: Oxford University Press. - Kohnke, Lucas
Fenner, D.S. & Snyder, S. (2017). Unlocking English Learners’ Potential. Thousand Oaks, CA: Sage Publications.
Category: 2019 Main Journal
