Featured Articles


Get the Picture: Teaching with Multimodal Texts

by Philip McConnell
English Language Institute of Singapore

Our students encounter many texts in their daily lives which combine linguistic, auditory and visual modes of representation. Such rich, multimodal texts can serve in the classroom as authentic and engaging materials that allow learners at any level to explore how meaning is created. They can also be used as the basis for many kinds of learning activities, providing additional means of engagement for teachers to help students develop skills for critical thinking, speaking and listening. Furthermore, these texts might be used to give students the opportunity to interact more effectively in different contexts for a variety of audiences and purposes. This paper offers a research-based rationale for teaching with multimodal texts. It also gives examples of multimodal texts and a set of strategies for the English classroom which are intended to enrich the experience of learning. Read more


Second Language Teacher Contributions to Student Classroom Participation: A Narrative Study of Indonesian Learners

by Nugrahenny T. Zacharias
Satya Wacana Christian University, Indonesia

One major factor determining student classroom participation is the classroom teachers because they are the ones who control the turn-taking in the classroom. Despite the significant role of classroom teachers, to date there is a lack of studies focusing on the role of classroom teachers in specific EFL contexts such as those in Indonesia. The purpose of the present study is to explore how teacher talk contributes to student classroom participation patterns. Data was collected through 85 student narratives written as part of a Cross Cultural Understanding (CCU) course assessment in an English teacher preparation program in a private university in Indonesia. From the student narratives, the factors related to teacher talk cited as contributing to student classroom participation were teachers’ lecturing styles, teachers’ lack of modified input, unfavorable past teacher feedback and teachers’ pedagogical stories. The study points to the critical role of teacher talk in shaping student classroom participation patterns. Read more


When a Facebook Group Makes a Difference: Facebook for Language Learning

by Adnan Al-Hammody
University of Nineveh, Iraq

This paper investigates what Iraqi students gain from interacting in English in a Facebook group in an EFL context. An online questionnaire of eight multiple-choice and two open-ended questions was provided to the participants, who are university students studying English. Thirty-five participants responded to the questionnaire. In addition, four participants and one teacher were randomly selected for phone interviews. For data analysis, mixed methods analysis was conducted since the data were both qualitative and quantitative in nature. For the qualitative data analysis, the “grounded” approach was used to identify “patterns” or “themes”, and an “a priori” approach for the focused questions and responses previously determined by the researcher. As for the quantitative data analysis, percentages of responses of each Likert-scale question were calculated. The outcomes of this study are potentially important to both students and teachers who want to expand learning opportunities for students outside the classroom. Read more

Special Issue on Bonding 2014

Emotionality and Language Learning: Forging Bonds by Sharing Emotions

by Toshinobu Nagamine
Kumamoto University, Japan

Properly speaking, “language learning” refers not only to the cognitive activity that takes place in the mind of the student but also to a physical activity accompanied by a range of emotions (such as frustration, unease, worry, disappointment, excitement, etc.) (Imai, 2010). Students will experience a range of emotions while engaging in verbal and non-verbal communication with other students, particularly in classes in which cooperative learning activities such as pair work or group work are frequently used. While students’ emotions have not been ignored per se, many researchers in the fields of second-language acquisition and applied linguistics have nevertheless treated the matter as unimportant (cf. Hanauer, 2012). This disregard of students’ emotions suggests that students are perceived by many researchers as impersonal, computer-like cognitive entities. Read more


Choosing the Right International Journal in TESOL and Applied Linguistics

by Willy A Renandya
National Institute of Education, Nanyang Technological University, Singapore

Choosing the right international journal for your research paper can be a daunting task and the process may seem complicated. This is particularly so if you have had little or no experience publishing in an international journal. This paper provides practical guidelines that could help novice writers find answers to questions such as these: What types of journals are available in the field of TESOL and Applied Linguistics? Which types of journals are the most suitable for their papers? What are some of the key criteria that institutions use to assess the quality of a journal? What is the review process like? How long is the wait time? What is the rejection rate of the journal? Are there journals that have lower rejection rates for novice writers? The paper also lists a number of journals that novice writers could aim for in order to increase the acceptance rates of their submissions. Read more

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