The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of Applied Linguistics. Strong preference is given to contributions relating to second language acquisition, EFL pedagogy, teacher training and classroom innovation. This issue includes ten articles presenting the latest theoretical deliberations, research and scholarship from Germany, Australia, Norway, Japan, Armenia, the USA, Brazil, the UK, Austria and Bahrain, and covers important topics in the field, including, but not limited to: * the Lingua Franca Core in English pronunciation teaching; * reconceptualising memorisation for effective language learning practice; * dynamic assessment in CLIL; * perceptions of multimodal technologies and video games for language instruction; * translanguaging in multilingual classrooms; * pre-service teachers' preparedness to work with multilingual learners; * professional identities of TESOL teachers. This provides a valuable source of reference for applied linguists, teacher educators, materials developers and practitioners in the field of TESOL. The content also offers readers a deeper insight into current issues and practices, broadening their knowledge and promoting professional development.

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of applied linguistics. This special issue is devoted to the theme of Educational Technology in English Language Learning and Teaching. It contains ten articles presenting the latest research and scholarship from Australia, the United Kingdom, Spain, the United States, Chile, Lebanon, Japan, Poland and Germany, and covers important topics in the field, such as: - digital literacies - integrating technology into pedagogical practice - CALL and project-based learning - virtual learning environments in CALL classrooms - flipped learning and assessment - telecollaboration - modelling teacher presence in teacher-training online intercultural exchanges

The European Journal of Applied Linguistics and TEFL is a refereed academic publication, which aims to disseminate information, knowledge and expertise in the broad area of Applied Linguistics. Strong preference is given to contributions relating to second language acquisition, EFL pedagogy, teacher training and classroom innovation. This special issue consists of nine articles, which focus on the theme of Language Teachers as Researchers. Some of the topics discussed in this volume include: * the issue of practitioners' identity and trust while researching their own practice; * constructing teacher research identity; * action research for self-evaluation of teaching; * collaborative action research on notetaking; * video conferencing and reflective practice in language teacher education; * researching and understanding new literacies and language in use. This provides a valuable source of reference for applied linguists, teacher educators, materials developers and practitioners in the field of TESOL. The content also offers readers a deeper insight into current issues and practices, broadening their knowledge and promoting professional development.

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of applied linguistics. Strong preference is given to contributions relating to second language acquisition, EFL/ESL pedagogy, English language teacher training and classroom innovation. This issue includes ten articles presenting the latest research and scholarship from the United Kingdom, Mexico, the Netherlands, Norway, Vietnam, Belgium, Australia, Iran, Armenia, the United States and China and covers important topics in the field, including: - students' self-assessment of proficiency and progression - inviting the student's voice through a dialogic approach - students' perceived effects of in-class debates - fostering literacy in adolescent EFL classrooms - teachers' perceptions of task-based language teaching - academic writing instruction - blending English for General Purposes with English for Specific Purposes in course design.

This book presents an overview of revisiting the assessment of language abilities. It also showcases how the measurement of such constructs can result in negative or positive washback and how outcomes might be conducive to repercussions that decide on the future of many stakeholders. The 23 chapters were selected among tens of chapters received from different contexts that addressed the issue of revisiting the assessment of language abilities, such as Tunisia, Ukraine, Algeria, Russia, KSA, Sudan, Egypt, Canada, Kurdistan, UK, USA, Iran, Turkey, etc. These contexts have highlighted the necessity to revisit the different constructs which should be assessed with a clear and straightforward foundation on students' learning objectives and their actual language ability. To do so, most of the chapters present hands-on use of relevant statistical tests that might serve in revisiting the construct definition both theoretically and operationally. Perhaps the sole and intricate question that the authors of these contributions ask is what it means to revisit the assessment of the construct of individualized language ability and how. In addition, the book accentuates the momentousness and significance of reflecting on test fairness and validation as the mainspring and backbone for democratization of assessment. This book appeals to a broad readership, such as English Language Teaching (ELT) practitioners, language teachers, students, testing organizations, policy-makers, test designers, writers of test specifications, testing experts, researchers, program evaluators, especially in the Middle East and North Africa (MENA) as well as other international contexts.

This volume in the ALLC series offers current and soon-to-be professionals in the ESL / EFL field a comprehensive guide to how to make the best use of technology to enhance the English language learning experience. The book has a predominant focus on practical insights that are based on successful real-life experiences at the classroom and study program level, including contributions from teachers in various countries. Nevertheless, there is also a strong foundation in existing research and literature as they relate to the needs of English language teachers. To promote reflective and exploratory practice, there is plenty of 'food-for-thought' for the reader. Although pre-service and in-service teachers represent the primary audience, the book is likely to be just as useful for language program administrators, researchers, curriculum and materials writers, and e-learning developers.

The challenge to improve second language acquisition efficiency has always been at the heart of education because a good command of a language provides new opportunities to manipulate information and apply acquired knowledge and skills to novel problems in new situations. Thus, there is a necessity for creating an alternative to either task-based or form-focused methods commonly employed in today's instruction. An Invariant-Based Approach to Second Language Acquisition: Emerging Research and Opportunities is an essential reference source that elaborates on traditional 2L concepts and terms and provides new practical tools and mechanisms for developing student communicative competencies. Featuring research on topics such as syllabus design, language interpretation, and speech types, this book is ideally designed for educators, administrators, researchers, and academicians.

Over the last few decades, the use of virtual technologies in education, including foreign/second language instruction, has developed into a substantial field of study. Through virtual technologies, language learners can develop metacognitive and metalinguistic skills, and they can practice the language by interacting with real/virtual users or virtual objects, a very important issue for language learners who have no or little contact with native or target language speakers outside the classroom. Assessing the Effectiveness of Virtual Technologies in Foreign and Second Language Instruction provides emerging research exploring the theoretical and practical aspects of virtual technologies and applications in engaging language learners both within and outside the classroom. Featuring coverage on a broad range of topics such as game-based learning, online classrooms, and learning management systems, this publication is ideally designed for academicians, researchers, scholars, educators, graduate-level students, software developers, instructional designers, linguists, and education administrators seeking current research on how virtual technologies can be utilized and interpreted methodologically in virtual classroom settings.

How can you use the latest digital technology to create an environment in which people can learn European languages while performing a meaningful real-world task and experiencing the cultural aspect of learning to cook European dishes? This book explains how to do this from A to Z, covering how a real-world digital environment for language learning was designed, built and researched. The project makes language learning motivational and fun by tapping into people's interest in both cooking and technology - you can learn a language while cooking and interacting with a speaking digital kitchen. The kitchens provide spoken instructions in the foreign language on how to prepare European cuisine. Digital sensors are inserted in or attached to all the kitchen equipment and ingredients, so the digital kitchen detects what learners are doing and gives them feedback. Learners are also able to communicate with the kitchens and can ask for help via photos and videos if they don't understand any foreign language words. Based on two research grants, the book provides five research studies showing the learning experiences of users in five European countries. The book explains the principles and procedures involved in the project, enabling others to design and implement a real-world digital learning environment in the same way. It includes numerous photographs of the system in use and evidence of how and what 250 users actually learnt.