Quarterly Journals

Volume 19 Issue 4 : December 2017 Quarterly Journal

Volume 19 Issue 4 : December 2017 Quarterly Journal

Foreword  by Custódio Martins

Research Articles

1. George Whitehead
Teachers’ Voices: Obstacles to Communicative Language Teaching in Korea

2. Rachel Kraut and Robert Poole
In Their Own Words: Chinese EFL Teachers’ Attitudes & Beliefs towards CLT

3. Samantha Hawkins
Cooperative Learning’s Role in in Enhancing Motivation through Autonomy: Possibilities and Limi-tations within a Japanese Context

4. I-Chen Chen
Implementing writing portfolios in a college writing course: Perceptions of EFL college students

5. Jiuhan Huang, Xiangdong Gu, Yujie Yao and Yujing Zheng
The Relationship between Self-Efficacy, Perceived Use of Listening Strategies, and Listening Profi-ciency: A Study of EFL Learners in China

6. Thi Huyen, VU and Van Trao, NGUYEN
The Implementation of an Extensive Reading Project: Perceptions of Pre-university Students at Hanoi University

Book Reviews

1. Culture and Identity through English as a Lingua Franca: Rethinking Concepts and Goals in Intercultural Communication
Will Baker. Berlin/Boston: Walter de Gruyter, 2015, pp xi + 284
Reviewed by Sibylle Ratz, Edinburgh Napier University. UK

2. Exploring EFL Fluency in Asia
Edited by Theron Muller, John Adamson, Philip Shigeo Brown, & Steven Herder, Palgrave Macmillan: London 2014. Pp. ix+331.
Reviewed by Yingli Yang & Yumo Li, University of International Business and Economics, Beijing, P.R. China

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Volume 19 Issue 3 : September 2017 Quarterly Journal

Volume 19 Issue 3 : September 2017 Quarterly Journal

Foreword  by Aradhna Malik

Research Articles

1. Stewart Gray
– Always the Other: Foreign teachers of English in Korea, and their experiences as speakers of KSL
2. Darío Luis Banegas
– Teacher-developed materials for CLIL: Frameworks, sources, and activities
3. Ming-yueh Shen
-A Study of Actual Behaviours of EFL Non-English Majors’ Lexical Inferencing
4. Ju Seong (John) Lee
– A Novice Native English Speaking Teacher in Korean Alternative School: Challenges and Negotiations in the First Years
5. Vedyanto
– Evaluation of the ELT Textbook: ‘English in Mind 1 (2nd Edition)’
6. Xuemei Li
– Genre and Rhetoric Awareness in Academic Writing Instruction: Personal Narrative and Comparative Analysis

Book Reviews

1. Resilient Teachers, Resilient Schools: Building and Sustaining Quality in Testing Times
Christopher Day & Qing Gu
Reviewed by Mehdi Haseli Songhori

2. Task-Based Language Teaching in Foreign Language Context
Ali Shehadeh & Christine A. Coombe
Reviewed by Qotboddin Jan-nesar M.& Khalil Motallebzadeh

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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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Teaching Articles

Volume 103 – November 2017 – Teaching Article

Volume 103 – November 2017 – Teaching Article

1. Mostafa Taghizadeh Langari and Mostafa Parvin
Teacher Burnout and Its Effect on Effective Teaching as Perceived by Students

2. Reza Khany and Khalil Tazik
Creativity Styles and Thinking Styles among Iranian EFL learners

3. Hooshang Khoshsima and Iman Izad
On the Consideration of Existing ESP Syllabuses in Iranian Educational Setting

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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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Theses

Frequency of use, perceived usefulness and factors affecting second language vocabulary strategies: A study of Japanese learners

Frequency of use, perceived usefulness and factors affecting second language vocabulary strategies: A study of Japanese learners

Second language vocabulary acquisition is one of the most difficult and daunting tasks a language learner has to face. The last 30 years has seen an emergence in the importance of language learning strategies in language learning in general and, by extension, vocabulary acquisition. This dissertation assesses which vocabulary learning strategies learners use and how helpful they believe them to be among three different contexts in Japan.

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Scaffolding during the initial reading of picture books in Japanese elementary school EFL classrooms: a qualitative study investigating how teachers and learners co-construct meaning during whole class picture book reading

Scaffolding during the initial reading of picture books in Japanese elementary school EFL classrooms: a qualitative study investigating how teachers and learners co-construct meaning during whole class picture book reading

The current study investigated how an Assistant Language Teacher (ALT) and two Home Room Teachers (HRTs) co-constructed meaning with beginner 6-8 year old learners during whole-class picture book reading sections of EFL lessons in a Japanese elementary school. The study was qualitative, involving analysis of transcripts made from video and audio recordings, which were cross-referenced with the researcher’s reflective log.

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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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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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