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New Research Trends in TESOL: An introduction

Rining (Tony) WEI is a tenured Associate Professor in Xi’an Jiaotong-Liverpool University, China’s largest Sino-foreign institution. He directs the MA TESOL Programme at his university. He has supervised to successful completion nearly 30 MA and PhD dissertations, which cover three areas: English Education, Bilingualism, and English for Specific Purposes (ESP). He serves as Associate Editor for TESOL International Journal and Co-Editor-in-Chief of International Journal of EAP: Research and Practice .

Xuesong (Andy) GAO is Professor in Language and Literacy Education at the School of Education, University of New South Wales. He has published extensively on topics including language learning strategy, language teacher education and language education policy.

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Acknowledgments.

We would like to extend our heartfelt thanks to the anonymous reviewers for their hard work and to the authors for their fine contributions. Our sincere thanks also go to Professor Qiufang Wen, Editor-in-Chief of CJAL for providing constructive feedback on each of the accepted papers and to Dr Xiangdong Liu (Managing Editor) for the prompt feedback and patience in several rounds of editing.

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Research in TESOL: An Investigation of Trends and Types of Research over the Last Ten Years

How to cite: Albiladi, W. Research in TESOL: An Investigation of Trends and Types of Research over the Last Ten Years. Preprints 2019 , 2019110380. https://doi.org/10.20944/preprints201911.0380.v1 Albiladi, W. Research in TESOL: An Investigation of Trends and Types of Research over the Last Ten Years. Preprints 2019, 2019110380. https://doi.org/10.20944/preprints201911.0380.v1 Copy

Albiladi, W. Research in TESOL: An Investigation of Trends and Types of Research over the Last Ten Years. Preprints 2019 , 2019110380. https://doi.org/10.20944/preprints201911.0380.v1

Albiladi, W. (2019). Research in TESOL: An Investigation of Trends and Types of Research over the Last Ten Years. Preprints. https://doi.org/10.20944/preprints201911.0380.v1

Albiladi, W. 2019 "Research in TESOL: An Investigation of Trends and Types of Research over the Last Ten Years" Preprints. https://doi.org/10.20944/preprints201911.0380.v1

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TESOL Research Topics

What Are the Problems With Teaching English as a Second Language?

The United States has been a land of immigrants since its inception--but for years, the way newcomers learned English was simply through trial and error. Today, teaching English to speakers of other languages (known in education circles as TESOL) embraces not just language education, but many of the social and cultural issues associated with working with speakers of other languages. Research topics in TESOL encompass an array of issues as diverse as the populations it is trying to reach. For researchers in this field, TESOL is as much a sociological endeavor as it is an educational one.

NCLB Testing

With federal education law like "No Child Left Behind" putting emphasis on learning standards and tests to assess achievement, it’s still unclear how ESL students fit into this model. Although some assessments are provided in students’ native languages, not all tests are. Is a talented math student who speaks another language really not meeting math standards if she cannot understand written-word problems? Is a student not a good reader because he reads in Mandarin instead of English? State education departments are trying to address these issues in different ways, but ESL students are counted along with all other students when it comes to the federal and state funding tied to these exams.

Non-Native Teachers

Like any subject matters, one has to know English to teach it. Does it matter if the teacher spoke another language first? Most high school graduates had foreign language teachers who spent a great deal of time studying Spanish or French but relatively few who grew up speaking it at home. Yet there is controversy around non-native speakers teaching new English language learners (ELLs). Are they at a disadvantage to not have English as their native tongue, or do they bring a different expertise, having gone through the ELL process themselves?

Impact of Age on Learning

ESL students are not just in the public school system; there are plenty of adults coming into the United States who need English instruction. This poses challenges for educators. Cognitive development theory shows that children have the greatest capacity for learning a new language; but educators are struggling to reach the parents and grandparents of those children. They’re not in school; they may not have the know-how to reach a community organization that offers ESL instruction. Their needs are also different; adults need language skills that help them on the job or conduct daily business. This is very different from the language of academics that children get from TESOL.

Adult ESL Cross-Cultural Issues

Once you can get adults into the ESL classroom, keeping them there may be a challenge. Not only are students being pulled in several directions – parenting, job, and so on – but there may be cultural issues that potentially interfere with instruction. Customs and norms may be harder to translate than words. Cultural norms about gender can also play into this dynamic; male students from a strictly patriarchal culture may have difficulty answering to a female teacher, while female students may be uncomfortable learning from a male teacher.

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Problems Faced With Stanford Achievement Testing

Andrea Kearns is an award-winning broadcast journalist whose work has aired across New York State. After nearly a decade of covering the events and people who make history, she is now sharing her knowledge and experience in the classroom as a high school history and government teacher.

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Research Paradigms in TESOL and Language Education

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In conducting and evaluating research in the areas of applied linguistics, teaching English to speakers of other languages (TESOL) or language education in general it is common practice to focus on the content and methodology of the study. Content locates a research study in a particular area such as writing, assessment, professional development or curriculum evaluation whereas methodology addresses issues of research design, sampling, data collection instruments, data analysis and ethical dimensions.

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Brown, J. D. (2014). Mixed methods research for TESOL . Edinburgh University Press.

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Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process . Sage.

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Howell, K. E. (2013). The philosophy of methodology: An introduction . Sage.

Pring, R. (2015). Philosophy of educational research (3rd ed.). Bloomsbury.

Tashakkori, A., & Teddlie, C. (2010). Sage handbook of mixed methods in social & behavioral research . Sage Publications.

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Salah Troudi

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The Research Questions

Why does research in TESOL need to be informed by philosophical perspectives?

Do you think researchers in TESOL will benefit from the discourses of research paradigms? How?

Which particular research paradigm, if any, do you think represents your views on reality and knowledge? And why?

Can one be informed by more than one paradigm at the same time?

Which area in philosophy deals with the nature of reality?

Which area in philosophy deals with the nature of knowledge and learning?

With which research paradigm or approach would you associate confirmatory methodology? Why?

For what research purpose will you use an exploratory methodology?

Do researchers state what paradigms inform their studies when publishing their research?

When reading a published research study how can you tell which ontological and epistemological positions inform the study?

Suggested Resources

Pring , R. (2015) . Philosophy of educational research (3rd ed.). London: Bloomsbury .

The third edition of this book introduces readers to key theoretical concepts in educational research as well as a number of practical considerations such as methods of data collection. Perhaps the most salient feature of this book is the way it explains philosophical concepts and terms in an accessible way. Chapter two stresses the importance of thinking philosophically about key concepts in education as learning, teaching, personal development, human flourishing, and educational discourse. Pring acknowledges that there is poor educational research out there when compared to research in other fields and that a fair amount of research in education is seen as worthless because of its irrelevance to practice, inaccessibility or the inability of schools to use results of studies in their decision-making processes. The sections on the different research paradigms, methodologies and associated terminologies are based on a premise stated by the author on page 9 explaining that in order to produce worthwhile research we need to “start by getting clear the nature of what is to be researched into”.

Crotty, M. (1989). The foundations of social research: Meaning and perspective in the research process. London: Sage .

In this book Crotty provides a substantial description and analysis of a number of major research perspectives in education. If the reader is new to the discourse of paradigms then perhaps a shorter and lighter publication on the topic is advisable. By introducing the research process in the first chapter the author delineates key terms that need to be understood in order to be able to navigate through the philosophical discourses of each research perspectives. Crotty uses the term “perspective” rather than paradigm. Epistemology, ontology, methodology, and methods are explained and Fig. 1 on page 4 shows the relationship between these terms and how one informs the other. Of particular use to those new to this discourse is Table 1 on page 5 which takes each of these terms and associates it with corresponding or appropriate terms. For example, under epistemology, the term objectivism is associated with positivism and post-positivism. Ethnography and phenomenological research are in the column of methodology and are associated with constructivism as an epistemology. Starting with the second chapter Crotty traces the historical development of each major theoretical perspective, explains the nature of its epistemological and ontological assumptions and refers to major works of philosophers associated with that perspective. For example, readers are introduced to August Comte and Carl Popper with positivism. Max Weber and Herbert Mead are associated with interpretivism, Charles Peirce and John Dewey with Pragmatism and Jurgen Habermas with critical enquiry.

Howell, K. E. (2013). The philosophy of methodology: An introduction . London: Sage .

One of the main features of this book is that each chapter includes a definition box to provide an explanation of the main concepts being addressed by the chapter. A reflection box is also provided to engage the reader in thinking about some theoretical and methodological concepts and how they can be applied to understand human action, interaction and learning. Some of the 14 chapters also come with a question section. This is another interactive feature of the book whereby the reader is invited to read the text again with a specific purpose in mind. The questions serve also as a comprehension check opportunity which is a useful exercise, especially for novice researchers and readers who are new to the literature on educational and research philosophy. On page 42, readers are asked to “identify the difficulties for social sciences when dealing with immutable laws, prediction and objectivity”. These are important issues for TESOL researchers whether at the level of design or the application of research findings in classrooms. Howell also provides a good number of tables which present the main concepts and associated authors in a clear and accessible way. The first five chapters are rich with theoretical explanations while the rest of the chapters provide a good link between theories and research methodologies.

Paltridge, B. & Phakiti, A. (2010) (Eds.). Continuum to research methods in applied linguistics . London: Continuum .

Researchers in applied linguistics, TESOL and language education will find this volume useful and practical. While the three above books deal with the theories informing research traditions, this book is mainly practical in nature. The chapters are written by very established researchers in the field. As stated by Paltridge and Phakiti at the start of the book, the chapters are meant for beginning researchers and students such as those embarking on doctoral studies. The eight chapters of the first part represent positivism, interpretive research and critical enquiry. In each chapter the authors start by explaining the philosophical assumptions behind their study then move to a description of the specifics of their chosen methodology such as experimental design, case study, ethnography or critical research. A particularly useful feature is the section of a sample study which illustrates to the reader how a study in a particular methodology is designed. This section is short and does not report on the study in its entirety, so readers are encouraged to read the full version of the study. In the second part of the book, 13 chapters are dedicated to different research areas in applied linguistics covering a wide range of topics such as grammar, vocabulary, pragmatics, assessment and language and identity. The chapters are more or less organised in the same way as in the first part. They all include a section on resources for further readings which introduces the reader to relevant publications about the topic of the chapter.

Brown, J.D. (2014). Mixed methods research for TESOL . Edinburgh: Edinburgh University Press.

For researchers interested in mixed methods research (MMR) in TESOL Brown’s book is clearly an essential resource. The book is not heavy on theoretical explanations, but it does provide a rationale for using mixed methods designs in the first chapter. Divided into three sections the 10 chapters of the book take the reader through the major phases of a MMR design. In the first section, Brown starts with a focus on balancing the quantitative and qualitative elements, on avoiding misconceptions about triangulation and on writing good research questions. The second section is dedicated to analysing quantitative, qualitative and MMR data. The last section deals with presenting the research results, writing the reports and disseminating research. Guided readings are offered throughout the book to help the reader understand research concepts, techniques and procedures through extracts from published MMR studies in the field of TESOL.

Gournelos, T. Hammonds, J. R. & Wilson, M. A. (2019). (1st ed.). Doing academic research: A Practical guide to research methods and analysis . New York: Routledge .

This is a useful research reference and a practical guide to how to plan, design and conduct research. For early researchers in disciplines such as education and social sciences in general. The book offers practical tips and strategies on successfully completing research projects. It also demystifies research and presents it in an encouraging way. For those interested in publishing their research, the authors provide straightforward and accessible information on presenting academic research and the skill of persuasion. The book comes in twelve chapters covering both quantitative and qualitative research, and all the steps and procedures involved, along with many examples and illustrations. A useful glossary is also provided at the end of the book.

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Troudi, S. (2021). Research Paradigms in TESOL and Language Education. In: Mohebbi, H., Coombe, C. (eds) Research Questions in Language Education and Applied Linguistics. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-79143-8_132

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Waheeb S. Albiladi University of Arkansas, Fayetteville, AR, USA

Waheeb S. Albiladi is a PhD candidate in the TESOL program at the University of Arkansas. He has 8 years of experience in teaching English as a second/foreign language. His research interests include technology in English teaching and learning, bilingual education, and teachers’ use of data.

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RESEARCH IN TESOL: A SYSTEMATIC INVESTIGATION OF TRENDS AND TYPES OF RESEARCH IN ENGLISH TEACHING AND LEARNING IN THE LAST TEN YEARS

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Albiladi, W. S. (2019). Teaching English pronunciation revisited: the challenges of teaching EFL in non-English-speaking countries. European Journal of Foreign Language Teaching, 4(3), 41-50.

Andrei, E. (2017). Technology in teaching English language learners: The case of three middle school teachers. TESOL Journal, 8(2), 409-431.

Barrett, N. E., & Liu, G. Z. (2016). Global trends and research aims for English academic oral presentations: Changes, challenges, and opportunities for learning technology. Review of Educational Research, 86(4), 1227-1271.

Brooke, M. (2013). Which research paradigm for TESOL?. Theory & Practice in Language Studies, 3(3), 430-436.

Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(S1), 64-80.

Crystal, D. (2012). "Chapter 9: English worldwide". In Denison, David; Hogg, Richard M. A History of the English language. Cambridge University Press. pp. 420–439

Flores, N., & Aneja, G. (2017). "Why Needs Hiding?" Translingual (Re) Orientations in TESOL Teacher Education. Research in the Teaching of English, 51(4), 441.

King, K. A., & Mackey, A. (2016). Research methodology in second language studies: Trends, concerns, and new directions. The Modern Language Journal, 100(S1), 209-227.

Lai, C., Hu, X., & Lyu, B. (2018). Understanding the nature of learners’ out-of-class language learning experience with technology. Computer Assisted Language Learning, 31(1-2), 114-143.

Mckinley, J. (2019). Evolving the TESOL teaching–research nexus. TESOL Quarterly. 1-8

Mirhosseini, S. A. (2018). Mixed Methods Research in TESOL: Procedures Combined or Epistemology Confused?. TESOL Quarterly, 52(2), 468-478.

Newton, J. M., & Nation, I. S. P. (2020). Teaching ESL/EFL listening and speaking. Routledge.

Nunan, D. (1992). Research Methods in Language Learning. Cambridge Publication.

Rahman, M. S. (2015). The contribution made by qualitative research to TESOL. International Journal of English Language Teaching, 3(2), 1-14.

Rezaee, A. A., Abidin, M. J. B. Z., Issa, J. H., & Mustafa, P. O. (2012). TESOL In-Service Teachers' Attitudes towards Computer Use. English Language Teaching, 5(1), 61-68.

Sharifian, F. (2013). Globalisation and developing metacultural competence in learning English as an International Language. Multilingual Education, 3(1), 1-12.

Taylor, S. K., & Snoddon, K. (2013). Plurilingualism in TESOL: Promising controversies. TESOL Quarterly, 47(3), 439-445.

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Describe and develop your topic in some detail. Try filling in the blanks in the following sentence, as much as you can:

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Teaching English to Speakers of Other Languages: TESOL Resources

• TESOL Resources
• Education Resources

This guide includes research tips and resources for doing Teaching English to Speakers of Other Languages (TESOL) research. Recommended resources include search databases, journals, e-books, webpages, and more.

• Search Everything
• Digital Archives
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Get started with a quick search of the catalog and multiple databases.

Search for magazine, newspaper, and scholarly journal articles., search digital archives to find digitized photos, fhsu theses, yearbooks, and more., search books & more to find books & e-books, print & e-journals, dvds, cds, government documents, & more., information resources.

• TESOL Databases
• TESOL Reference Books
• TESOL E-books
• TESOL Journals
• TESOL Statistics & Webpages
• Open Access TESOL Resources

A multi-disciplinary database that provides full text for more than 4,600 journals, including approximately 3,900 peer-reviewed titles. Useful for nearly any research topic.

• Education Source This link opens in a new window Combines content from other education databases such as Education Full-Text, Teacher Reference Center, and Professional Development Collection into one source.

Education Resource Information Center. Sponsored by the Institute of Education Sciences and the U.S. Department of Education, ERIC contains more than 1.3 million scholarly journal articles as well as other education-related material. Full-text educational journal (EJ) articles are available as well as educational documents (ED). If full-text educational documents (ED) are not available online, most of them are available on microfiche at Forsyth Library.

• Ethnic Newswatch This link opens in a new window Included are journals, magazines, and newspapers from ethnic and minority presses, from 1959-present. Ethnicities include: African American/Caribbean/African; Arab/Middle Eastern; Asian/Pacific Islander; European/Eastern European; Hispanic; Jewish; Native People.

A comprehensive database covering information concerning topics in emotional and behavioral characteristics, psychiatry & psychology, mental processes, anthropology, and observational & experimental methods. This is the world's largest full text psychology database offering full text coverage for nearly 400 journals.

• More Education Databases

Select References shown. Search Forsyth Library for more.

• The Cambridge Guide to Teaching English to Speakers of Other Languages An up-to-date guide to the central areas of applied linguistics and language studies with particular reference to TESOL. It looks at the current state of TESOL as well as at what is likely to happen in the future.
• More Reference Resources

Select E-books shown. Search Forsyth Library for more.

• More E-Book Resources

This is a select list.  Search the  Forsyth E-Journal List   for more TESOL journals

Try  BrowZine  - This  new scholarly newsstand platform  allows you to create a personalized bookshelf to stay up to date with your favorite scholarly journals and be notified when new issues and articles are available. Use BrowZine.com or the BrowZine app as a newsstand to browse and read scholarly articles from Forsyth Library from any device. Here’s a   brief overview video of BrowZine .

• TESL-EJ Research and practice of English as a second or foreign language. Welcomes studies in ESL/EFL pedagogy, second language acquisition, language assessment, applied socio- and psycholinguistics, and other related areas.
• TESOL Covers topics of interest to foreign language educators, including research & theory-based practices, practice-oriented theorizing & research, etc.
• TESL Reporter Dedicated to the dissemination of ideas and issues of interest to teachers of English to speakers of other languages worldwide.
• More E-Journals
• Purdue OWL: ESL Teacher Resources The list includes links to organizations and journals of interest to language teachers and language policy developers, as well as to a selection of online teaching and reference materials. Each of these links is a portal to an extensive collection of further resources for the professional ESL community.
• TESOL Resource Center The TESOL Resource Center contains lesson plans, teaching tips, activities, assessment tools, and much more.
• Open Educational Resources (OERs) by Claire Nickerson Last Updated Mar 29, 2024 740 views this year
• Sharing Our Knowledge: Best Practices for Supporting English Language Learners in Schools from University of Saskatchewan
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• Last Updated: Mar 29, 2024 11:34 AM
• URL: https://fhsuguides.fhsu.edu/TESOL

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MA TESOL dissertations

• * Examining a Male Teacher's Attention in a Mixed-sex EFL Japanese High School Classroom Based on the Sinclair-Coulthard Model : Mohammad Umar Farooq
• * A Review of the Lexical Content and Its Treatment in Ministry-Approved Level-One EFL Textbooks Usend in Japanese Public Lower-Secondary Schools : Michael Bowles
• Order from Chaos: Using Tasks in an EFL Classroom :   Mike Reda
• * Discourse Approach to Turn-taking from the Perspective of Tone Choice Between Speakers :   Fuyuko Kato
• * Focusing on Lexis in English Classrooms in Japan: Analyses of Textbook Exercises and Proposals for Consciousness-raising Activities : Michiko Kasuya
• Bridging the cross-cultural gap with personal construct repertory grids : Gregory Stuart Hadley 
• Fossilization: A chronic condition or is consciousness-raising the cure?   Paul Butler-Tanaka
• Evaluation of the foreign language high school language programme in South Korea : Yvette Murdoch (Appendices)
• Team teaching: Who should really be in charge?  A look at reverse versus traditional team teaching : Alan Macedo
• * Validation of the test of English conversation proficiency : Timothy Paul Moritoshi
• The application of exchange theory to internet relay chat : Jeffrey Mark Hatter
• * The TOEIC test and communicative competence: Do test score gains correlate with increased competence? A preliminary study : Cynthia R. Cunningham
• * A system for analyzing conversation textbooks : Takashi Miura (Abridged version, rewritten as an article for JALT journal)
• Developing an approach to the management of innovation through in-service teacher training : Christoph Suter 
• * Above and below the clause: a microlinguistic investigation into the context of a television interview :  Andrew Atkins
• A study of English intonation in high school textbooks in Japan : Koichi Kumaki
• * The treatment of key vocabulary learning strategies in current ELT coursebooks : James M. Ranalli
• * What is meant by communicativeness in EFL teaching? : Sean Banville
• * A contrastive analysis of argumentative discourse in English and German : Melanie Girdlestone
• * ENGLISH AND KOREAN SPEAKERS’ CATEGORIZATION OF SPATIAL ACTIONS: A TEST OF THE WHORF HYPOTHESIS David Doms
• *The influence of situation on languages of co-operation: how movie language coding influences audience co-operation in Japan: Theron Muller (note - this has now been published online in the Thesis section of the Asian EFL Journal, with a new Foreword.)
• * A comparison of the effects of two approaches towards pronunciation instruction involving two groups of beginning learners of English as a foreign language : Nilton Varela Hitotuzi
• Evaluating the use of L1 in the English language classroom :  Richard Miles
• Using Learner Education to Increase Students' Expectancy of, and Motivation to Learn English H. Douglas Sewell
• * To What Degree are my Courses Relevant to my Students? A Case-study Using the Principles of Exploratory Practice Jane Rose
• * An Evaluation of Vocabulary Teaching in an Intensive Study Programme Phillip Bennett
• Learner Attitudes Toward Learner-Centered Education and English as a Foreign Language in the Korean University Classroom Zoltan Paul Jambor 
• * Electronic Dictionaries, Printed Dictionaries and No Dictionaries: the Effects on Vocabulary Knowledge and Reading Comprehension Michael H. Flynn
• * How is a 'Good Teacher' defined in a Communicative, Learner-Centered ELT Classroom? Sandee Thompson
• * Implementing Global Village at the Kyoto British Council School   Varela Wynnpaul
• * Opening a Heavy Door: A Sociocultural Case Study of a Learner's L2 in a One-to-one Learning Environment , Michael Iwane-Salovaara
• * Models for EFL theory and methodology derived from an SIR based pilot study on Japanese cognitive development , Robert Murphy
• * Comparing Perception of Oral Fluency to Objective Measures in the EFL Classroom , D Ashley Stockdale
• * Integrating a Vocabulary Learning Strategies Program into a First-year Medical English Course , Philip Shigeo Brown
• * The Involvement Load Hypothesis Applied to High School Learners in Japan: Measuring the Effects of 'Evaluation' , Matthew Walsh
• * Controlling for Polysemy in Word Association Tests: a Study Exploring the Mental Lexicon of Japanese EFL Learners , Dax Thomas
• * Collocation and textual cohesion: A comparative corpus study between a genre of Written Sports Reports and a large reference corpus , Brett Laybutt
• * From the Classroom to the Bar-room: Expressions of Disagreement by Japanese Speakers of English , Andrew J Lawson
• * Changing Association: the Effect of Direct Vocabulary Instruction on the Word associations of Japanese College Students , Christopher Patrick Wharton
• * A Study of Cognitive strategy Use by Successful and Unsuccessful Learners in Switzerland  Deborah Grossmann
• * How far do ELT coursebooks realise key principles of Communicative Language teaching (CLT) and enable effective teaching-learning? Jonathan Crewe
• Is Humor a Useful Tool to Motivate and Help Young Korean Learners to Remember? Terrence O'Donnell Faulkner 
• Lexical Development and Word Association: Can Japanese L2 language development b e observed through the results of word association tests? Timmy LeRoy Edwards
• * Exploring Film as EFL Coursebook Supplements and Motivational Stimulus: a German Second ary School Study Isabella Seeger
• Investigating the F-move in teacher talk: a South Korean study on teachers' beliefs and classro om practices Sarah Lindsay Jones
• Incidental Learnin g of Vocabulary Through Subtitled Authentic Videos   Paul Raine
• An Analys is of the Subjective Needs of Japanese High School Learners Alex Small
• * The Effects of TOEIC Edu cation in South Korean Universities Stephan Thomson
• The Use of Blogs and Teacher Electronic Response to Enhance the Revision Stage of EFL Stude nts' Writing Processes Elsa Fernanda Gonzalez
• * A Sem iotic Analysis of the Iconic Representation of Women in the Middle Eastern Med ia Sarah Ahmed Adham
• * The Utilization and Efficacy of the Use of Recasts in a Children's English Language Classro om Mario Passalacqua
• The Impact of Media in Education: The Influence of Media in English Language Teachers' Identity and its Implications for Language Education in Japa n Staci-Anne Ali
• *  Analysing Korean Popular Music for Global Audiences: A Social Semiotic Approach Jonas Robertson
• *  Using CLT with Large Classes in University-Level EFL Teaching : A Case Study  Marija Stojkovic
• * Experimenting with NeuroELT Maxims in a Japanese Tertiary CLIL Context   Takashi Uemura
• * Native English Speaking Teachers at Hagwons in South Korea: An Investigation into Their Expectations, Motivations, Beliefs and Realities Michael Craig Alpaugh
• Action Research: Supportive Teacher Talk and Interactional Strategies in an Elementary School EFL Teaching Context in Japan Daniel G.C. Hougham
• *  Student Retention in the Context of Language Schools Paulo Pita
• Reality in the Eye of the Beholder: Representation, Relationship and Composition Patterns on the Coversof Korean Language Textbooks   Anthony Kaschor
• *  A Female Rohingya Refugee's Journey of Integration into Australian Society  Dalia Alkhyari

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