Volume 23 Issue 3.1 2019

| May 1, 2019

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Research Articles

  1. Tanya M. McCarthy and Matthew I. Armstrong
    Peer-Assisted Learning: Revisiting the Dyadic Interaction Process in L2Academic Writing
  2. Masumi Kojima, Takumi Ishii, Hirosada Iwasaki, and Yoriko Harada
    Metadiscourse in Japanese EFL Learners’ Argumentative Essays: Applying the Interpersonal Model
  3. Wang Chen
    The Relationship between Vocabulary Knowledge and Use of Chinese Tertiary Learners
  4. Duckhee Sung and Levi McNeil
    Professional Development Experiences in Reading Comprehension Instruction:
    L2 Teacher Reactions to Strategic Approaches in South Korea
  5. Shaofei Lu
    “You Should Force Us to Talk.”—Symbolic Power, National Rhetoric, and Oral English in China
  6. Ryan Lege
    Typography’s Effect on Language Learners’ Reading Processes: An Eye Tracking Study

Book Reviews

  1. Hadingham, Oliver
    Ball, P., Kelly, K., Clegg, J. (2016). Putting CLIL into Practice, Phil Ball, Keith Kelly, John Clegg, Oxford: Oxford University Press.
  2. Kohnke, Lucas
    Fenner, D.S. & Snyder, S. (2017). Unlocking English Learners’ Potential. Thousand Oaks, CA: Sage Publications.



Category: 2019 Main Journal