Quarterly Journals

Volume 19 Issue 2 : June 2017 Quarterly Journal

Volume 19 Issue 2 : June 2017 Quarterly Journal

Foreword by Jun Scott Chen Hsieh

Research Articles

1. Sompatu Vungthong, Emilia Djonov, & Jane Torr
– Factors contributing to Thai teachers’ uptake of tablet technology in EFL primary classrooms

2. Salim Razı & Mustafa Tekin
– Role of Culture and Intercultural Competence in University Language Teacher Training Programmes

3. Seonmin Huh & Young-Mee Suh
– Translocal Literacy Practices with Korean Local Readers of English

4. Mehmet Sercan Uztosun & Ece Zehir Topkaya
– A Cross-national Study into Pre-service EFL Teachers’ Career Choice Motivations in Germany, Japan, and Turkey

5. David Coniam, Wen Zhao, Yangyu Xiao, & Peter Falvey
– Researching and Publishing in the English Departments of Chinese Tertiary Institutions: Status and Challenges

6. Gwendolyn M. Williams & Eleni Oikonomidoy
– Exploring the L2 Motivational Self System of Japanese Study Abroad Students

Book Reviews

1. Foreign Language Education in Japan: Exploring Qualitative Approaches
Sachiko Horiguchi, Yuki Imoto, and Gregory S. Poole (Eds.). Sense Publishers, Rotterdam 2015. Xi + 191 pp.
Reviewed by Carl Vollmer; Ritsumeikan Uji Junior and Senior High School; Uji, Japan

2. Discourse Analysis: Putting Our Worlds into Words
Susan Strauss and Parastou Feiz. New York: Routledge, 2014. Pp. vii + 424.
Reviewed by Colin Walker, Myongji University, South Korea

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Volume 19 Issue 1 : March 2017 Quarterly Journal

Volume 19 Issue 1 : March 2017 Quarterly Journal

Foreword by AEFLJ’s Assistant Copy Editors

Research Articles

1. Xuan Minh Ngo
– Diffusion of the CEFR among Vietnamese Teachers: A Mixed Methods Investigation
2. Rochelle Kyoko King and Jennie Roloff Rothman
– Teachers’ Beliefs and Practices Concerning Learner Autonomy in the Language Classroom
3. Joshua M. Paiz
– Uses of and Attitudes towards OWLs as L2 Writing Support Tools
4. Hitomi Abe
– Americans’ Evaluation of Japanese Refusals in English
5. Howard Brown
– Investigating the Implementation and Development of Undergraduate English-Medium Instruction Programs in Japan: Facilitating and Hindering Factors
6. Claire Rodway
– Opening up Dialogic Spaces: Rethinking the Prescriptive Paragraph Structure in L2 Writing Pedagogy

Book Reviews

1. Global Englishes (3rd Edition)
Jennifer Jenkins
Reviewed by Nooshan Ashtar
2. Assessment Myths: Applying Second Language Research to Classroom Teaching
Lia Plakans and Atta Gebril
Reviewed by Raveewan Viengsang

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Volume 18 Issue 4 : December 2016 Quarterly Journal

Volume 18 Issue 4 : December 2016 Quarterly Journal

Foreword Custódio Martins
Research Articles
1. Nuttakritta Chotipaktanasook and Hayo Reinders
Willingness to Communicate in Social Media: An Investigation of the Long-term Effects

2. Malcolm Sim and Peter Roger
Culture, beliefs and anxiety: A study of university-level Japanese learners of English

3. Hawraz Qader Hama
A Comparative Analysis of Kurdish Pre-service and In-service EFL Teachers’ Beliefs about English Language Learning

4. Effrosyni S. Georgiadou
The role of proficiency, speaking habits and error-tolerance in the self-repair behaviour of Emirati EFL learners

5. George Elliott Koichi Whitehead
The Rise and Fall of the National English Ability Test: Exploring the Perspectives of Korean High School English Teachers

6. Qing Shao and Paul Stapleton
Marginalizing English in high-stakes tests: an attitudinal study in China

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Volume 18 Issue 3 : September 2016 Quarterly Journal

Volume 18 Issue 3 : September 2016 Quarterly Journal

1. Li-Hao Yeh, Angela Yu-Chun Lu & Krystal Humes
– Integrating the Awareness of Text Structure into Repeated Reading Intervention: Taiwanese EFL Students’ Reading Fluency and Reading Comprehension

2. Mehmet Asmalı & Saniye Sanem Dilbaz Sayın
– The Effects of the Synectics Model on Vocabulary Learning, Attitude and Desire to Learn English

3. Ju Seong (John) Lee
– An Ethnographic Research on a Novice English Teacher with a Ph.D. Degree for the First Years in a Korean EFL Context: Bridging the Gap between Unrealistic Expectations and Reality

4. Carol Griffiths
– Strategies for Developing English Language Writing Skills – Overall and Individual Perspectives

5. Nguyen Ho Phuong Chi
– Creating a Professional Learning Community for EFL Trainee Teachers during the Teaching Practicum: The Roles of Practicum Mentors

6. Tran Le Huu Nghia
– Evaluating Qualities of English Teachers in Commercial English Language Centres: The Development of a Scale

7. Liudmila M. Bolsunovskaya, Raisa N. Abramova, Daria S. Naydina, Anna B. Strelnikova
– Author’s Position Expression in English and Russian Scientific Discourse: Challenges in Academic Writing

Book Reviews

Experiences of Second Language Teacher Education
Tony Wright and Mike Beaumont
Reviewed by Mariya Tseptsura

Methodologies for Effective Writing Instruction in EFL and ESL Classrooms
Rahma Al-Mahrooqi, Vijay Singh Thakur, and Adrian Roscoe (Eds.)
Reviewed by Michelle Denese Kane

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Volume 18 Issue 2 : June 2016 Quarterly Journal

Volume 18 Issue 2 : June 2016 Quarterly Journal

Foreword by Wen-Chi Vivian Wu
1. Pino Cutrone
– Implicit Instruction: Investigating Backchannel Behavior in the Japanese EFL Classroom

2. Susanna S. Yeung, Mei-lee Ng, & Ronnel B. King
– English vocabulary instruction through storybook reading for Chinese EFL kindergarteners: Comparing rich, embedded, and incidental approaches

3. Ali-Al-Issa
– The Effects and Implications of Implementing Oral Presentations in an Omani ICLHE Classroom

4. Anna Dina L. Joaquin, Stephanie Hyeri Kim, & Sun-Young Shin
– Examining Prewriting Strategies in L2 Writing: Do They Really Work?

5. Soyeon Kim
– No Point in Talking about What I Want to the Teachers: A Call for a Dialogic Needs Assessment

6. Diane Johnson & Hsiu-Chen (Antonia) Lin
– Evaluating genre-based writing instruction: Materials, instructional mode and student learning styles

7. Ratnawati Mohd-Asraf & Hazlina Abdullah
– English Literacy among Malaysian First Graders: Boys’ Achievement Relative to Girls

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Volume 18 Issue 1 : March 2016 Quarterly Journal

Volume 18 Issue 1 : March 2016 Quarterly Journal

Foreword by Assistant Copy Editors
1. Toshie Agawa and Osamu Takeuchi. Validating Self-Determination Theory in the Japanese EFL Context: Relationship between Innate Needs and Motivation
2. Le Pham Hoai Huong and Marie Yeo. Evaluating In-Service Training of Primary English Teachers: A Case Study in Central Vietnam
3. Vu Thi Hoang Mai. Pre-Service Teacher Beliefs toward EIL Pedagogy in Teaching and Learning English
4. Jalal Kamalizad and Moses Samuel. The Role of EFL/ESL Settings in Using Language Learning Strategies
5. Rintaro Sato. Examining High-intermediate Japanese EFL Learners’ Perception of
Recasts: Revisiting Repair, Acknowledgement and Noticing through
Stimulated Recall
6. Hao-Che Wu and Tomoko Takahashi. Developmental Patterns of Interlanguage Pragmatics in Taiwanese EFL Learners: Compliments and Compliment Responses

Book Reviews
1. Teachers as Mediators in the Foreign Language Classroom
Michelle Kohler
Reviewed by Nicholas Bradley
2. Silence in the Second Language Classroom
Jim King
Reviewed by Elizabeth Wohlers

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Teaching Articles

Volume 102 – August 2017 – Teaching Article

Volume 102 – August 2017 – Teaching Article

1. Nga Thanh Nguyen and Nga Dung Ngo
Understanding Teacher Efficacy to Teach English for Specific Purposes

2. Thilina Inrajie Wickramaarachchi
“I Can’t Read This! It’s So Difficult!” – The Impact of the Difficulty of Texts on ESL Reading Comprehension

3. Wijang Sakitri, Sandy Arief, Ida Maftukhah, and Tusyanah
Strategies Used by Indonesia Businessmen for Communication via Email in Global Trade Era

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Volume 101 – July 2017 – Teaching Article

Volume 101 – July 2017 – Teaching Article

1. Saleh Al-Busaidi
Predicting Academic Achievement

2. Ruba Fahmi Bataineh and Alaeddin Khaled Alqatnani
The Effect of a Thinking Maps®-Based Instructional Program on Jordanian EFL Tenth-Grade Students’ Critical Reading Skills

3. Hong Shi
Examining the Effectiveness of Formative Assessment in English Vocabulary Learning of Senior High School Students in China

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Volume 100 – May 2017 – Teaching Article

Volume 100 – May 2017 – Teaching Article

1. Hee Jun Choi and Octavia Mantik
The Relationships between English Language Acquisition of Young Children in a Korean Private Kindergarten and Their Gender, Teacher–Student Relationship, Temperament, and Intrinsic Motivation

2. Ienneke Indra Dewi, Irfan Rifai, and Djuria Suprato
Free online high – stake English test exercises: The evaluation, the learning,
the teaching, and the model

3. Udomluk Koolsriroj and Malinee Prapinwong
Expectation vs. Reality: Voices of Thai Scholars Regarding the Demand for International Publications

4. Liping Liang, Pan He, and Wen Chen
A study on goal orientations of English teaching and learning in a Chinese language learning centre

5. Romualdo A. Mabuan and Gregorio P. Ebron, Jr.
A Blended Learning Approach to Teaching Writing: Using E-mail in the ESL Classroom

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Volume 99 – April 2017 – Teaching Article

Volume 99 – April 2017 – Teaching Article

1. Jeffrey Dawala Wilang and Wareesiri Singhasiri
Specific anxiety situations in the intelligibility of Englishes as a lingua franca

2. Jariya Sudtho and Wareesiri Singhasiri
Exploring pre-service teachers’ professional identity formation through the lens of critical incidents

3. Phutsacha Tippanet and Pornpimol Sukavatee
Effects of creative writing instruction: A comparison between face-to-face and online learning settings

4. Meixiao Lin
Oral English proficiency of Chinese university students of different English levels in expressing their native culture

5. Nisita Rittapirom
Development of Task-Based English oral communication course for EFL undergraduate tourism students

6. Chaehee Park
English L2 spelling developmental patterns: Comparison of English only phonemes and common Phonemes

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Volume 98 – February 2017 – Teaching Article

Volume 98 – February 2017 – Teaching Article

1. Muhammad Yunus and Taslim
English lecturers’ perceptions of task-based reading teaching at ABA Universitas Muslim Indonesia

2. Donnie M. Tulud
Probes on the rhetorical moves of research methods in research articles

3. Nadezhda Chubko
Video making as a way to improve students’ grammar knowledge: A case-study of teaching grammar in the academic English classroom

4. Xie Qian
Recent developments of China’s basic foreign language education: Review and reflections

5. Yusri, Annisa Romadloni and Mantasiah R
Intercultural approach in foreign language learning to improve students’ motivation

6. Saidna Zulfiqar Bin Tahir
Multilingual teaching and learning at Pesantren Schools in Indonesia

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Volume 97 – January 2017 – Teaching Article

Volume 97 – January 2017 – Teaching Article

1. Fauzy Rahman Kosasih
English Materials and Their Relevance to the needs of Pharmacy Students: A Case Study at a School of Pharmacy in Bandung – Indonesia

2. I-ru Su
Bi-directional Transfer of Narrative Skills: Analysis of the “Frog Story” of Chinese EFL Learners

3. Yakun Wei, Michael Wherrity, and Yi Zhang
A Quantitative Study on the Interpersonal Use of Modality in Court Arguments: An Appraisal Theory Perspective

4. Kun Aniroh Muhrofi-Gunadi
Research and Trends of ESP in Indonesia

5. Yanina V. Ermakova, Natalia V. Demyanenko, Vasiliy N. Kurovskii, Anna V. Tsepilova, Svetlana A. Kadochnikova
The Concept of Mobile Learning of University Students when Studying Foreign Language

6. Syamsul Una
Shariah Based Approach in Teaching Economic English: A Study on Lecturers and Students Perspectives

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Theses

Investigating Four EFL Teachers’ Decisions on the Use of CLT-Oriented Textbooks

Investigating Four EFL Teachers’ Decisions on the Use of CLT-Oriented Textbooks

Teaching (CLT) in Albanian primary and secondary state schools, Albanian teachers, among others, are officially required to use communication-based textbooks in their classes. Authorities in a growing number of countries that are seeking to improve and westernise their educational systems are also using communication-based textbooks as agents of change. Behind these actions, there is the commonly held belief that textbooks can be used to support teacher learning as they provide a
visible framework teachers can follow.

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Investigating foreign language anxiety (FLA) through nonverbal cues: an analysis of performance and behavior in a speaking exam

Investigating foreign language anxiety (FLA) through nonverbal cues: an analysis of performance and behavior in a speaking exam

Described as one of the best predictors of L2 achievement Foreign Language Anxiety (FLA) is a complex affective factor that has been well documented in EFL literature, yet the methods employed to investigate the phenomena have been largely constrained to surveys and traditional qualitative methods, such as diaries and interviews leaving gaps in our understanding of how it manifests itself in the student’s nonverbal behavior in real time. In addition to investigating FLA in relation to performance, this study is the first to analyze nonverbal behavior in an Asian context by adapting methods first introduced by Gregersen (2005). Though findings show a negative relationship using Spearman’s correlation ( = -.8, p<0.05, N=8) in comparing the FLA to speaking exam scores, this study was unable to demonstrate results consistent with Gregersen’s (2005) findings. The implications of this study draw attention to the role pedagogy in design and delivery of speaking exams.

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Ideologies and power relations in a global commercial English language textbook used in South Korean universities: A critical image analysis and a critical discourse analysislysis and a critical discourse analysis

Ideologies and power relations in a global commercial English language textbook used in South Korean universities: A critical image analysis and a critical discourse analysislysis and a critical discourse analysis

This study discusses the roles of Native English Speaking Teachers (NESTs) in contemporary Japanese society through existing literature, and the results from questionnaires. Ever since the largest wave of NESTs started to work in Japanese public secondary schools in 1987 their roles have never been satisfactorily specified. NESTs are officially employed to offer students opportunity to improve their communicative ability. However, their roles are shaped by complex professional and societal factors.

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Contemporary roles of foreign English teachers in Japanese public secondary schools: An exploratory study

Contemporary roles of foreign English teachers in Japanese public secondary schools: An exploratory study

This study discusses the roles of Native English Speaking Teachers (NESTs) in contemporary Japanese society through existing literature, and the results from questionnaires. Ever since the largest wave of NESTs started to work in Japanese public secondary schools in 1987 their roles have never been satisfactorily specified. NESTs are officially employed to offer students opportunity to improve their communicative ability. However, their roles are shaped by complex professional and societal factors.

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Caught in the crossfire: Working in South Korea as an English Teacher

Caught in the crossfire: Working in South Korea as an English Teacher

Despite having the highest rates of suicide in the OECD and huge disparities in income, the recent recognition of South Korea as an advanced industrial country has been widely heralded as cementing proof of the success of globalization policies in the wake of Korea’s division and destruction during the Korean War. Rising with South Korea’s economic success has been a strong push to make English a major part of South Korea’s educational curriculum. Exams testing for English proficiency are now required in order to apply for work or study at South Korean governmental agencies, companies, universities, and selective secondary schools.

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Perceptions of School Leadership in the United Arab Emirates (UAE)

Perceptions of School Leadership in the United Arab Emirates (UAE)

There are increasing pressures in schools in the United Arab Emirates (UAE) to enact change, and the academic literature has shown that transformational leadership is positively associated with school leaders’ effectiveness at implementing reforms. The purpose of this study was to determine the degree to which school principals in the UAE practice transformational leadership to bring about change and innovation within this Middle Eastern educational context, as well as to investigate teachers’ and principals’ overall acceptance of this type of leadership in this country.

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Book Reviews

Problem Solving in a Foreign Language: A Study in Content and Language Integrated Learning

Problem Solving in a Foreign Language: A Study in Content and Language Integrated Learning

The aim of the book, 11 chapters based on Lena Heine’s PhD thesis, is to investigate how learners mentally deal with content-focused activities in a foreign language by using the concept of problem solving tasks for which subjects do not have any immediate solutions.

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Teaching and Researching Autonomy (second edition)

Teaching and Researching Autonomy (second edition)

Phil Benson’s Teaching and Researching Autonomy (Second Edition) is a fully revised and updated follow-up to his widely read 2001 first edition, which proved to be an invaluable tool to introducing language teachers and learners to the concept of autonomous learning.

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Collocations Extra: Multi-level Activities for Natural English

Collocations Extra: Multi-level Activities for Natural English

Elizabeth Walter & Kate Woodford. Cambridge: Cambridge University Press, 2010. Pp. 1-126 Reviewed by Esmaeel Hamidi The Islamic Azad University, Science and Research Branch Tehran, Iran Collocations Extra is one of the recent volumes of work within the field of vocabulary instruction that aims at developing language learners’ competence of collocations. The book, primarily published […]

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An Introduction to Conversation Analysis

An Introduction to Conversation Analysis

An Introduction to Conversation Analysis by Anthony Liddicoat is an excellent source which provides a comprehensive overview of conversation analysis (CA).

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Language Teacher Research in Africa

Language Teacher Research in Africa

Thomas S. C. Farrell and Leketi Makalela (Eds). Virginia: Teachers of English to Speakers of Other Languages, Inc., 2009. Pp. viii + 124. Reviewed by Iris F. Levitis Max Planck Institute for Demographic Research Rostock, Germany Of interest to English teachers, preservice teachers, and TESOL students and professionals, Language Teacher Research in Africa brings together […]

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Diagnosing Foreign language Proficiency: The Interface Between Learning and Assessment

Diagnosing Foreign language Proficiency: The Interface Between Learning and Assessment

Alderson, Charles J. Great Britain: Continuum, 2006. Pp. xii + 284. Reviewed by Deepti Gupta Panjab University Chandigarh, India This volume is mainly an account of the DIALANG project. Its description of the project is very thorough and, in places, quite critical and objective. The reader gets acquainted with the project while getting updated on […]

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Research Editions

Indonesian International Conference Edition December 2016 Volume 10

Indonesian International Conference Edition December 2016 Volume 10

Indonesian International Conference Edition
December 2016
Volume 10

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Indonesian International Conference Edition December 2016 Volume 9

Indonesian International Conference Edition December 2016 Volume 9

Indonesian International Conference Edition
December 2016
Volume 9

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Indonesian International Conference Edition December 2016 Volume 8

Indonesian International Conference Edition December 2016 Volume 8

Indonesian International Conference Edition
December 2016
Volume 8

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Indonesian International Conference Edition December 2016 Volume 7

Indonesian International Conference Edition December 2016 Volume 7

Indonesian International Conference Edition
December 2016
Volume 7

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Indonesian International Conference Edition December 2016 Volume 6

Indonesian International Conference Edition December 2016 Volume 6

Indonesian International Conference Edition
December 2016
Volume 6

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Indonesian International Conference Edition December 2016 Volume 5

Indonesian International Conference Edition December 2016 Volume 5

Indonesian International Conference Edition
December 2016
Volume 5

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Special Editions

Women in TESOL International Conference

Women in TESOL International Conference

Women in TESOL International Conference 2016

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A Metaphor Analysis of Preservice EFL Teachers’ Beliefs regarding Professional Identity

A Metaphor Analysis of Preservice EFL Teachers’ Beliefs regarding Professional Identity

This research investigated preservice EFL teachers’ beliefs about their roles as English teachers in Japan. Objectives were three-fold: (a) to elucidate preservice EFL teachers’ beliefs regarding professional identity through a metaphor analysis in three research phases (i.e., pre-, mid-, and post-practicum phases), (b) to explore preservice EFL teachers’ underlying beliefs hidden behind metaphors, particularly regarding professional identity in the three research phases, and thereby (c) to examine preservice EFL teachers’ professional identity formation observed during the term of the investigation.

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Collaborative play making using ill-structured problems: Effect on pre-service language teachers’ beliefs

Collaborative play making using ill-structured problems: Effect on pre-service language teachers’ beliefs

Much previous research has shown beliefs to be resistant to change. Furthermore, when exposed to conflicting information, studies have also shown that people are likely to use it selectively to reinforce existing beliefs, the so-called biased assimilation effect.

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Towards a Globalized Notion of English Language Teaching in Saudi Arabia: A Case Study

Towards a Globalized Notion of English Language Teaching in Saudi Arabia: A Case Study

This paper uses one case study at a Saudi Arabian university to illustrate the effects of competing Discourses on the identities of English language teachers in this context. Through an unpacking of their language teaching narratives, the notion of ‘global’ English language teaching emerges as a way of potentially resolving these conflicting identities/Discourses.

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Revisiting Japanese English Teachers’ (JTEs) Perceptions of Communicative, Audio-lingual, and Grammar Translation (Yakudoku) Activities: Beliefs, Practices, and Rationales

Research has shown that teachers’ beliefs about language teaching are shaped by a myriad factors, among them, their own experiences as language learners, their pedagogical training, and the contexts in which they work (Borg, 2003; Fang, 1996; Freeman, 2002; Lortie, 1975). How their beliefs influence their practice has also been studied, and it has been found that whether teachers consistently put these beliefs into instructional practice varies considerably. For example, while some research on reading and literacy instruction has demonstrated a clear relationship between teachers’ theoretical orientations and what they do in their classes, other research has found this relationship to be weak, with teachers tending towards inconsistency; in other words, not doing what they believed was appropriate (Fang, 1996).

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Moving towards the transition: Non-native EFL teachers’ perception of native-speaker norms and responses to varieties of English in the era of global spread of English

In Asia, the dominance of English as a foreign or second language has greatly contributed to the prevalence of Standard English and Native English Speaking Teachers (NESTs). Japan, Korea, Hong Kong, and Taiwan have been officially recruiting NESTs to introduce ‘authentic’ Standard English to their citizens. However, as globalisation continues throughout the world, the genres featuring native speaker norms have been challenged for failure to equip English learners with English as an International Language (EIL) or World Englishes (WEs) competence to communicate with other non-native English speakers from different cultural and linguistic backgrounds in international settings.

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