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  • Vol 34, Issue 1 cover

    Vol. 34 No. 1 (2025)

    This issue addresses key questions facing language teachers today. Placement into higher education world language courses is notoriously challenging, leading to Swanson and LeLoup’s article exploring the usefulness of the Seal of Biliteracy for language programs. This Seal is awarded by a state department of education or local district to recognize students who have attained proficiency in English and in one or more other world languages; concerns with standardization across states and districts prompted this practical, quantitative study.

    Matouq and Alqabba provide a user-friendly guide with examples into the often hidden world of corpus linguistics, outlining the steps to preparing and using your own corpus to study language. This article is useful for researchers and teachers alike and rings particularly salient with the rise of data-driven instruction.

    The potential and identity of heritage speakers in the language classroom is an area of growing interest, as education systems continue to diversity. Richey and LeLoup seek to utilize the strengths of heritage speaking university students at their institution by having them work with their non-native speaker peers on their target language pronunciation. This quasi-experimental research has implications for teachers of all languages in that they could potentially be able to leverage heritage- and native-speaker students as resources in the classroom while providing them with instructional leadership opportunities without a sacrifice in instructional quality.

    Two book reviews close this issue, the first being Wang’s Review of Developing Writing Competence in L2 Chinese Classrooms: Research and Application, edited by Li Yang and Laura Valentín-Rivera and published by Multilingual Matters (2023). Given that studies about how learners develop writing skills in Chinese are still in an emerging stage, readers will appreciate the book’s “cutting-edge empirical research and insightful teaching methods and strategies” (per the book cover). Interactional competence continues to be a priority in language teaching and learning, yet it remains challenging to assess. Kim et al.'s Review of Assessing Interactional Competence: Principles, Test Development and Validation through an L2 Chinese IC Test addresses this concern. Authored by Dai (2024) and published by Peter Lang, this book includes findings that challenge traditional assessment paradigms.

    We hope readers will enjoy this issue, focusing on key challenges and opportunities facing language teachers today and into the future. The full issue is available here or access each article below.

  • Vol. 33 No. 1 (2023)

    ARTICLES

    • Assessing the Needs of Foreign Language Professionals at a UK Government Department: A Case Study by Jim Davie [read here]

    • The Correlation Between Level of Learner Autonomy and Learner’s Achievements in Arabic Reading and Listening: A Quantitative, Non-experimental Correlational Study by Anas Faiz [read here]

    • The Relative Effects of Motivation and Structured Input on the Acquisition of English Past Tense Regular Forms by Zilin Huang & Alessandro Benati [read here]

    • Grammar as Concept: The Implementation of the PACE Model in Beginning Spanish Classes by Ewurama Okine & Gabriela C. Zapata [read here]

    COMMENTARY

    • Leveraging Artificial Intelligence for Assigning ILR Ratings to Authentic Content by Jordan M. Eason [read here]

  • Vol. 32 (2022)

    ARTICLES

    • Team Teaching in Foreign Language Courses: Characteristics of High-performing Teams and Pedagogical Implications by Dawn Bikowski and Hye-Yeon Lim

    • Assessing Mandarin Chinese Students’ Interlanguage Pragmatic Competence at DLIFLC: Results and Pedagogical Implications by Yonghong Cheng, Yan Wang, and Wei Chen

    • Collaborative Dialogue in LCTLs: A Case Study of Turkish as a Foreign Language by Talip Gonulal

    REVIEW

    • Brave New Digital Classroom: Technology and Foreign Language Learning (3rd Ed). By Robert J. Blake & Gabriel Guillén (2020). Reviewed by David Masters

  • Vol. 31 (2021)

    ARTICLES

    • Regional Language and Culture Studies: Redefining the Discipline by Don Holman

    • A Multimodal Literacy Approach to Foreign Language Instruction by Hamid Mohammed-Ahmed

    • S-PACE to Teach L2 Grammar: Adding Structure to the PACE Model by Manuela González-Bueno

    • The Effects of Task Complexity on Comprehensibility in Second Language Speech by Jin Soo Choi

    • Linguistic Stereotyping, Reverse Linguistic Stereotyping, Language Ideology and their Potential Effects on Oral Proficiency Interview Ratings by Thomas W. Stovicek

    • Strategy Diaries: Learner Perspective on the Benefits of Communication Strategy Training by Megawati Soekarno & Su-Hie Ting

    REVIEW

    • The Influence of the Foreign Service Institute on US Language Education: Critical Analysis

    of Historical Documentation. By Theresa Ulrich (2021). Reviewed by Jiaying Howard

  • Vol. 30 No. 1-2 (2020)

    ARTICLES
    • The Development of Conceptual Fluency in Second Language Acquisition by Zhiqi Gong

    • Classroom Feedback Practices and Students’ Learning Motivation: Experiences of English as a Foreign Language (EFL) Students by Zhengdong Gan, Jinbo He, Fulan Liu, & Qing Xie

    • Foreign Language Learning Motivation in a U.S. Military Academy: A Comparative Case Study on the Effects from the Learning Environment by Zachary F. Miller & Dustin Crowther

    • Challenges and Gains through Internships in Japan by Nobuko Koyama

    • The Power of Positive Emotions: Cultivating Global Competence in Introductory-level Spanish through Learner Interest by Claire Mitchell

    REVIEW

    • Gameful Second and Foreign Language Teaching and Learning: Theory, Research and Practice by Jonathon Reinhardt. Reviewed by Brunella Bigi

  • Vol. 29 No. 1-2 (2019)

    ARTICLES
    • A Descriptive Study of Learning Styles and Teaching Strategy Preferences of Mandarin Chinese Teachers at the DLIFLC by Yonghong Cheng, Yibing Ma, & Yan Wang

    • “The Class Changed the Way I Read”: The Effect of Explicit Instruction of Academic Formulas on ELS Writers by Jelena Colovic-Markovic

    • Use of Technology for Learning Second Language Pragmatics by Xiaofei Tang

    • Technology-mediated TBLT in a Hybrid Environment: Bridging Content and Language Production by Cristina Pardo Ballester

    REVIEWS

    • Teacher Education in Computer-Assisted Language Learning: A Sociocultural and Linguistic Perspective by Euline Cutrim Schmid. Reviewed by Erin N. O’Reilly

    • Talk About Teaching! Leading Professional Conversations (2nd Ed.) by Charlotte Danielson. Reviewed by Jiaying Howard

  • Vol. 28 No. 2 (2018)

    ARTICLES
    • Teaching Foreign Languages Through Audiovisual Translation Resources: Teachers’ Perspectives by Rosa Alonso-Pérez & Alicia Sánchez-Requena

    • Free Voluntary Reading: A Neglected Strategy for Language Acquisition by Theresa A. Ulrich & Darryl M. Tyndorf Jr.

    • Compliment Responses of Non-native Speakers of Japanese in Natural Conversation Versus Classroom Talk by Ryu Kitajima

    • New Insights into Students’ Awareness of the Spanish Lenition Rule: A Revision of the Methodology by Manuela González-Bueno, Marcela Quintana-Lara, & Abdulrazzag M. Falah

  • Vol. 28 No. 1 (2018)

    ARTICLES
    • Postsecondary Students’ and Instructors’ Evaluative Comments about ACTFL’s Integrated Performance Assessment by Jason Martel

    • Language-learning Strategy Preferences among College-level Language Students by Hezi Brosh

    • Second Language Acquisition: Predicting Less Commonly Taught Languages Learning Success by Haning Hughes

    REVIEWS

    • Educating Second Language Teachers: The Same Thing Done Differently by Donald Freeman. Reviewed by Brunella Bigi

    • Developing Interactional Competence in a Japanese Study Abroad Context by Naoko Taguchi. Reviewed by Xiaofei Tang

  • Vol. 27 No. 1-2 (2017)

    ARTICLES
    • Across the Threshold: A Call for ILR Proficiency Descriptor Banks by Don Holman

    • Using Writing to Teach Pronunciation: An Experimental Fourth-Year University Spanish Phonetics/Phonology Course by Michael D. Hubert & Donny Vigil

    • The Order of Explicit Information in Processing Instruction by Erin McNulty Diaz

    • Correlating Aptitude with Oral Proficiency: A Quantitative Study of DLAB and OPI Scores Across Four Language Categories by Isabelle Poupard Santizo

  • Vol. 26 No. 2 (2016)

    ARTICLES
    • Enhancing Listening with Captions and Transcripts: Exploring Learner Differences by Martine Danan

    • Military and Civilian L2 Instructors: Decoding Perceptions of U.S. Service Academy Cadets by Zachary F. Miller

    • The Effects of Pragmatic Consciousness-Raising Activities on the Learning of Speech Acts in the Beginning CFL Classroom by Li Yang & Jia Zhu

    • Introduction to a Dubbing Activity for a College First-Year Japanese Language Course by Nobuko Koyama

    REVIEWS

    • Adult Learning in the Language Classroom by Stacey Margarita Johnson. Reviewed by Jason Martel

    • Discourse Analysis: Putting Our Worlds into Words by Susan Strauss and Parastou Feiz. Reviewed by HyunSoo Hur

  • Vol. 26 No. 1 (2016)

    ARTICLES
    • Differentiating Heritage and Foreign Language Learners of Spanish: Needs, Perceptions, and Expectations by John S Hedgcock & Natalie Lefkowitz

    • Short-Term Study Abroad: Perspectives on Speaking Gains and Language Contact by Todd A. Hernández

    • A Comparison of Two Approaches for Assessing L2 Writing: Process-based and Impromptu Timed Writing Exams by Virginia David

    REVIEW
    • Postsecondary Foreign Language Teaching in the United States by Janet Swaffar and Per Urlaud (eds.). Reviewed by Murray R Thomas

  • Vol. 25 No. 1-2 (2015)

    ARTICLES

    • How Language Learners Can Improve Their Emotional Functioning: Important Psychological and Psychospiritual Theories by Rebecca L. Oxford

    • (De)Motivation in Preparatory EFL Classrooms by Gülşen Musayeva Vefali and Hatice Ç. Ayan

    • Pedagogical Perspectives on Gendered Speech Styles in the Teaching and Learning of Japanese as a Foreign Language by Mariko Tajima Bohn

    • What Happens to Students’ English after One Year of English-medium Course Study at University? by Zhengdong Gan, Paul Stapleton, and Chi Cheung Ruby Yang

    REVIEW

    • Language Teacher Education for a Global Society by B. Kumaravadivelu. Reviewed by HyunSoo Hur

  • Vol. 23 (2013)

    ARTICLES
    • Hypothesis Testing in Task-Based Interaction by Yujeong Choi and Cynthia Kilpatrick

    • Variation in Second Language Learners’ Strategies among Non-native English Speakers from Three Language/Culture Backgrounds by Miriam Eisenstein Ebsworth, Frank Lixing Tang, Nikta Razavi, & Jacqueline Aiello

    • Frequency versus Importance: Language Learning Strategy Use in the EFL Classroom by Ali Sidki Ağazade and Gülşen Musayeva Vefali 

    • Phonetic Training in the Foreign Language Curriculum by Kevin R. Burnham

    • It Works for Me: From the High Achievers’ Perspective by Sang-Hee Yeon

    REVIEWS
    • Reflective Practice in ESL Teacher Development Groups: From Practices to Principles by Thomas S. C. Farrell. Reviewed by Jason Martel

    • Creativity and Innovation in Language Education by Carmen by Argondizzo. Reviewed by Mina Lee

  • Vol. 22 (2012)

    ARTICLES
    • Employing Constructivist Models of Culture Teaching for Enhanced Efficacy in Pre-Departure, Cross-Cultural Training by Wendy Ashby

    • Relationship between Reported Out-of-Class English Use and Proficiency Gains in English by Wendy Baker, Denisa K. Cundick, Norman Evans, Lynn Henrichsen, Dan P. Dewey

    • The Relationships between Grammatical Sensitivity, Noticing of Recasts and Learning of Korean Object Relative Clauses through Conversational Interaction by Seongmee Ahn

    • L2 Reading Research and Pedagogical Considerations in the Teaching of French and Francophone Theater by Carole Edwards and Alan M. Taylor


    COMMENTARY
    • A Comment on “The Limited Effect of Explicit Instruction on Phrasal Verbs” by Julina A. Magnusson and C. Ray Graham. By Stephen Krashen

    REVIEW
    • Theory and Concepts of English for Academic Purposes by Ian Bruce. Reviewed by Daniel R. Walter

  • Vol. 21 No. 1-2 (2011)

    ARTICLES
    • Metacognition in English as a Foreign Language Pronunciation Learning Among Chinese Tertiary Learners by Lei He

    • The Effect of Explicit Instruction versus Exposure Only on ESL Learners' Ability to Recognize, Use, and Recall Phrasal Verbs by Julina A. Magnusson and C. Ray Graham

    • The Teaching of Second Language Pronunciation through Processing Instruction by Manuela Gonzalez-Bueno and Marcela Quintana-Lara

    REVIEWS
    • Methodology and Materials Design in Language Teaching: Current Perceptions and Practices and their Implications, edited by Willy A. Renandya. Reviewed by Gordon Jackson
    • Language Learning and Study Abroad: A Critical Reading of Research, by C. Kinginger. Reviewed by Ashlie Henery

  • Vol. 20 No. 1-2 (2010)

    ARTICLES
    • The Reading Proficiency Interview (RPI): A Rapid Response Test Development Model for Assessing Reading Proficiency on the ILR Scale by Lauren Kennedy and Charles W. Stansfield

    • Passage Rating: L4 versus L5 Characteristics in the Russian Text Typology by Serguei A. Podoprigora

    • Exploring Diverse Settings for Laanguage Acquisition and Use: Comparing Study Abroad, Service Learning Abroad, and Foreign Language Housing by Rob A. Martinsen, Wendy Baker, Dan Dewey, Jennifer Bown, and Cary Johnson

    REVIEWS
    • Text Complexity and Reading Comprehension Tests, by E. Castello. Reviewed by Mika Hoffman

    • Spoken Corpora in Applied Linguistics, edited by Mari Carmen Campoy and
    María José Luzón. Reviewed by Lama Nassif

    • Political Russian: An Intermediate Course in Russian Language for International Relations, National Security and Socio-Economics, by Natasha Simes and Richard Robin. Reviewed by Edo Forsyth

  • Vol. 19 No. 1-2 (2009)

    ARTICLES
    • Dispreferred Responses in Interlanguage Pragmatics Refusal Sequences in Learner-NS Interactions by J. César Félix-Brasdefer

    • Culture, Attributions, and Language Anxiety by Hye-Yeon Lim

    • The Differential Effects of Implicit and Explicit Feedback on Second Language (L2) Learners at Different Proficiency Levels by Shaofeng Li

  • Vol. 18 No. 1-2 (2008)

    ARTICLES
    • Integrative Motivation as a Predictor of Achievement in the Foreign Language Classroom by Todd A. Hernández 

    • Quantifying the Efficiency of a Translator: The Effect of Syntactical and Literal Written Translations on Language Comprehension using the Machine Translation System FALCon (Foreign Area Language Converter) by Ian A. McCulloh, Jillian Morton, Jennifer K Jantzi, Amy M. Rodriguez, and John Graham

    • Text Enhancement and the Acquisition of English Verbal Inflection -s by L1 Haitian Creole Speakers by Paulina De Santis

    • Training English Word-final Palatals to Korean Speakers of English by Sang-Hee Yeon

    • What Causes Reliance on English? Challenges and Instructional Suggestions in a Drive for Using a Target Language Only by Gyseon Bae and Eunju Kim

    REVIEW
    • Conversation Analysis and Language for Specific Purpose, edited by Hugo Bowles and Paul Seedhouse. Reviewed by John S. Hedgcock

  • Vol. 17 No. 1-2 (2007)

    ARTICLES
    • The Role of the Lexicon in Learning Second Language Stress Patterns by Gillian Lord

    • Teacher-Student Partnership in Evaluating and Revising a Multidisciplinary Sustained-Content English Language Course by Aysegul Daloglu and Fulya Marsh

    • Issues of Validity of SAT Subject Test: Korean with Listening by Saekyun H. Lee and Hyunjoo Han

    • Being a Strategic Language Learner in CALL by Andrew D. Cohen

    • Process-Driven Culture Learning in American KFL Classrooms by Andrew Sangpil Byon

    REVIEWS
    • Structure du Français Moderne: Introduction à l’analyse linguistique (3rd Ed.) by Pierre Léon and Parth Bhatt. Reviewed by Jeremy Kelley

  • Vol. 16 No. 2 (2006)

    ARTICLES
    • The Origins of the Transformation of the Defense Language Program by Harold Raugh

    • Sound Effects: Social Pressure and Identity Negotiation in the Spanish Language Classroom by Natalie Lefkovitz and John Hedgcock

    • A Comprehensive Pedagogical Framework to Develop Pragmatics in the Foreign Language Classroom: The 6R Approach by Alicia Martínez-Flor and Esther Usó-Juan

    • Communication Strategies in the Foreign Language Classroom by Tony Houston

    REVIEWS
    • ICT--Integrating Computers in Teaching by David Barr. Reviewed by Swathi Vanniarajan

    • Language Play by G. Cook. Reviewed by Natalia Antokhin

  • Vol. 16 No. 1 (2006)

    ARTICLES
    • Linguists: The Hidden Strength of U.S. Intelligence by Kathleen A. Dow

    • The Effects of Formal Instruction and Study Abroad on Improving Proficiency: The Case of the Spanish Subjunctive by An Chung Cheng and Clara C. Mojica-Diaz

    • Students’ Evaluations of Dialogue Journals: Perspectives On Classroom Themes by Jennifer Ewald
    • An Exploratory Study of Differing Perceptions of Error Correction between Teachers and Students: Bridging the Gap by Luke Plonsky and Susana V. Mills

    • Action Research as a Professional Development Tool for Teachers and Administrators by Christine Campbell and Deanna Tovar

    REVIEW
    • North Star Reading and Writing; High Intermediate and Advanced, by Andrew K. English & Laura K. English. Reviewed by Myong Hee Ko

  • Vol. 15 No. 1-2 (2005)

    ARTICLES
    • Tactics Employed and Problems Encountered by University English Majors in Hong Kong in Using a Dictionary by Alice Yin Wa Chan

    • Hedging, Inflating, and Persuading in L2 Academic Writing by Eli Hinkel

    • Developmental Sequences of L2 Communication Strategies by Marian J. Rossiter

    REVIEWS
    • The Handbook of Applied Linguistics, edited by Alan Davis & Catherine Elder. Reviewed by John S. Hedgcock

    • Fossilization in Adult Second Language Acquisition, by ZhaoHong Han. Reviewed by Swathi Vanniarajan

    • Teaching Language: From Grammar to Grammaring, by Diane Larse-Freeman. Reviewed by Lai Wong

    NEWS AND VIEWS
    • Towards Faster, Bigger, and Better Computers by Lidia Woytak

  • Vol. 14 No. 1 (2004)

    ARTICLES
    • Japanese Classroom Behavior: A Micro-Analysis of Self-Reports Versus Classroom Observations, with Implications for Language Teachers by Mariko T. Bohn

    •  Learning Linguistic Politeness by Andrew Sangpil Byon

    • Error Correction as a Cultural Phenomenon by Richard McGarry

    • The Effects of Notetaking, Lecture length, and Topic on a Computer-Based Test of ESL Listening Comprehension by Patricia L. Carrell, Patricia A. Dunkel, and Pamela Mollaun

    REVIEWS
    • Nihongo Shokyu Dokkai Yomikata + Kakikata: Reading and Writing in Japanese for Beginners, by Kyoko Chinami and Yasuyo Uegaki. Reviewed by Mutsumi Hirai

    • Tema-betsu Chukyu Kara Manabu Nihongo, by By R. Arai, J. Ota, M. Kameta, K. Kikawa, N. Kuwahara T. Nagata, K. Matsuda. Reviewed by Hisako Yamashita

    NEWS AND VIEWS
    • National Language Conference Results

  • Vol. 13 (2003)

    ARTICLES
    • The Roles of Textual Enhancement and Type of Linguistic Item in Adult L2 Learners' Comprehension and Intake by Ronald P. Leow, Takako Egi, Ana Maria Nuevo, and Ya-Chin Tsai

    • Textual Enhancement and Simplified Input: Effects on L2 Comprehension and Acquisition of Non-meaningful Grammatical Form by Wynne Wong

    • Distinctiveness and Bidirectional Effects in Input Enhancement for Vocabulary Learning by Joe Barcroft

  • Vol. 12 No. 1 (2001)

    ARTICLES
    • The Challenges of Classroom-Based SLA Research by Marian J. Rossiter

    • Second Language Acquisition Research: Implications for Language Teachers by Melina Porto

    • Language Teaching and Language Policy by Robert B. Kaplan

    REVIEWS
    • The Second Time Around: Minimalism and L2 Acquisition, by Herschensohn. Reviewed by John Hedgcock

    • Insights I and II: A Content-Based Approach to Academic Preparation, by Brinton, Jensen, Repath-Martos, Frodesen, and Holten. Reviewed by Sang-Keun Shin

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