This book presents comprehensive, thorough and updated analyses of key cognitive individual difference factors (e.g., age, intelligence, language aptitude, working memory, metacognition, learning strategies, and anxiety) as they relate to the acquisition, processing, assessment, and pedagogy of second or foreign languages. Critical reviews and in-depth research syntheses of these pivotal cognitive learner factors are put into historical and broader contexts, drawing upon the multiple authors' extensive research experience, penetrating insights and unique perspectives spanning applied linguistics, teacher training, educational psychology, and cognitive science. The carefully crafted chapters provide essential course readings and valuable references for seasoned researchers and aspiring postgraduate students in the broad fields of instructed second language acquisition, foreign language training, teacher education, language pedagogy, educational psychology, and cognitive development.

Informed by theory, research, and classroom practice, the volume provides a systematic overview of critical L2 writing issues. Additionally, with the aim to support instruction across all levels of education for Chinese speakers, this book introduces pre-service and in-service teachers to new teaching ideas, techniques, and practice.

Written with an emphasis on instruction, policy, practice, and assessment, this book focuses on English literacy at the pre-primary/primary, secondary, and university level, and discusses literacy policies in the region. An easy-to-read, solidly grounded book, it offers practical, thought provoking resources for classroom teachers and educators. It notably features explanations of key literacy skills, up-to-date research findings, and classroom applications that are contextualized for mainland China, Hong Kong, Macau, and Taiwan. This book provides pre-service and in-service teachers, English classroom practitioners, language teacher educators, literacy researchers, and students in research/teacher training programs a core set of instructional techniques on how to incorporate literacy-related ideas into English language classrooms. A valuable pedagogical resource for teaching and learning L2/EFL literacy, this book also highlights discussions on language and literacy policies and new examples of actual classroom teachers that have put English literacy instruction into practice.

This research- and pedagogy-oriented book delves into the study and application of incidental vocabulary acquisition in English through captioned videos. This technology offers EFL students of different ages more opportunities for vocabulary learning compared to the traditional classroom. This book reviews the conceptual, methodological, theoretical, and practical issues associated with captioned videos and offers innovative ideas to help researchers, graduate students, and classroom practitioners enhance learners' vocabulary acquisition at all levels.

This research- and pedagogy-oriented book delves into the study and application of incidental vocabulary acquisition in English through captioned videos. This technology offers EFL students of different ages more opportunities for vocabulary learning compared to the traditional classroom. This book reviews the conceptual, methodological, theoretical, and practical issues associated with captioned videos and offers innovative ideas to help researchers, graduate students, and classroom practitioners enhance learners' vocabulary acquisition at all levels.

This book discusses the importance of autonomy, agency, and identity in teaching and learning English as a foreign language, all of which are central themes in the educational domain. By linking theory with practice to appeal to researchers as well as classroom practitioners, it provides an overview of the theoretical constructs of autonomy, agency, and identity along with empirical studies that explore these constructs through life stories as told by English teachers and students. Key features include: * New ideas to inspire professionals involved in foreign language education. * Up-to-date information to showcase for English language educators how autonomy, agency, and identity can be conceptualized across various institutional, sociocultural, and political contexts.* A concise yet comprehensive review of the theoretical and practical issues characterizing English foreign language education today.

This book investigates how learners' motivations and identities are constructed in the process of learning and using multiple languages in Asian contexts. It presents examples of multilingual contexts in different parts of Asia and illustrates various achievements and challenges associated with multilingual education. Drawing on recent theoretical developments regarding learners' motivations and identities in language learning-related research, this book uncovers learners' motivations that underlie their decisions of learning multiple languages in Asian contexts. Through empirical studies, the authors offer conceptual interpretations on emerging concepts such as dual-motivation system, motivation dynamics, motivational transformation episodes, and hierarchies of identities. In addition to being highly relevant to researchers of applied linguistics, this book is a valuable reference for every university and college library that serves a faculty or school of education.

Informed by theory, research, and classroom practice, the volume provides a systematic overview of critical L2 writing issues. Additionally, with the aim to support instruction across all levels of education for Chinese speakers, this book introduces pre-service and in-service teachers to new teaching ideas, techniques, and practice.

Written with an emphasis on instruction, policy, practice, and assessment, this book focuses on English literacy at the pre-primary/primary, secondary, and university level, and discusses literacy policies in the region. An easy-to-read, solidly grounded book, it offers practical, thought provoking resources for classroom teachers and educators. It notably features explanations of key literacy skills, up-to-date research findings, and classroom applications that are contextualized for mainland China, Hong Kong, Macau, and Taiwan. This book provides pre-service and in-service teachers, English classroom practitioners, language teacher educators, literacy researchers, and students in research/teacher training programs a core set of instructional techniques on how to incorporate literacy-related ideas into English language classrooms. A valuable pedagogical resource for teaching and learning L2/EFL literacy, this book also highlights discussions on language and literacy policies and new examples of actual classroom teachers that have put English literacy instruction into practice.

This book discusses the importance of autonomy, agency, and identity in teaching and learning English as a foreign language, all of which are central themes in the educational domain. By linking theory with practice to appeal to researchers as well as classroom practitioners, it provides an overview of the theoretical constructs of autonomy, agency, and identity along with empirical studies that explore these constructs through life stories as told by English teachers and students. Key features include: * New ideas to inspire professionals involved in foreign language education. * Up-to-date information to showcase for English language educators how autonomy, agency, and identity can be conceptualized across various institutional, sociocultural, and political contexts.* A concise yet comprehensive review of the theoretical and practical issues characterizing English foreign language education today.

This book investigates how learners' motivations and identities are constructed in the process of learning and using multiple languages in Asian contexts. It presents examples of multilingual contexts in different parts of Asia and illustrates various achievements and challenges associated with multilingual education. Drawing on recent theoretical developments regarding learners' motivations and identities in language learning-related research, this book uncovers learners' motivations that underlie their decisions of learning multiple languages in Asian contexts. Through empirical studies, the authors offer conceptual interpretations on emerging concepts such as dual-motivation system, motivation dynamics, motivational transformation episodes, and hierarchies of identities. In addition to being highly relevant to researchers of applied linguistics, this book is a valuable reference for every university and college library that serves a faculty or school of education.