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Hassan Mohebbi • Christine Coombe
Editors

Research Questions
in Language Education
and Applied Linguistics
A Reference Guide

123
Editors
Hassan Mohebbi Christine Coombe
European Knowledge Higher Colleges of Technology (HCT)
Development Institute Dubai Men’s College
Ankara, Turkey Dubai, United Arab Emirates

ISSN 2366-7672 ISSN 2366-7680 (electronic)

Springer Texts in Education
ISBN 978-3-030-79142-1 ISBN 978-3-030-79143-8 (eBook)
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Contents

1 Volume Introduction: Research Questions in Language

Education and Applied Linguistics: Strategies for their
Conceptualization and Development . . . . . . . . . . . . . . . . . . . . . . . 1
Christine Coombe

Part I Teaching and Teaching-related Topics

2 Attending to Form in the Communicative Classroom . . . . . . . . . . 11
Martin East
3 Blended Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Lana Hiasat
4 Content and Language Integrated Learning (CLIL) . . . . . . . . . . . 23
Zohreh R. Eslami and Zihan Geng
5 Content-Based Language Teaching . . . . . . . . . . . . . . . . . . . . . . . . 29
Zübeyde Sinem Genç
6 Creativity and Language Teaching . . . . . . . . . . . . . . . . . . . . . . . . 35
Tamas Kiss
7 Discourse Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Brian Paltridge
8 English Academic Vocabulary Teaching and Learning . . . . . . . . . 45
Sophia Skoufaki
9 English for Academic Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Helen Basturkmen
10 English for Specific Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Helen Basturkmen
11 English-Medium Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Keith M. Graham and Zohreh R. Eslami
12 Focus on Form in Second Language Instruction . . . . . . . . . . . . . . 63
Alessandro Benati

vii
viii Contents

13 A Genre-Based Approach to Writing Instruction

in the Content Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Luciana C. de Oliveira and Sharon L. Smith
14 Global Englishes and Teaching English as an International
Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Heath Rose and Mona Syrbe
15 Identity in Language Learning and Teaching . . . . . . . . . . . . . . . . 81
Bonny Norton
16 Inclusive Language Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
David Gerlach
17 Increasing Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Neil J. Anderson
18 Instructional Pragmatics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Zohreh R. Eslami and Shaun Weihong Ko
19 Interactionist Approach to Corrective Feedback . . . . . . . . . . . . . . 103
Rebekha Abbuhl
20 Issues in Teaching and Assessing Language
as Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Barbara Hoekje
21 Language Teaching in Difficult Circumstances . . . . . . . . . . . . . . . 111
Jason Anderson, Amol Padwad, and Richard Smith
22 Materials in the Language Classroom . . . . . . . . . . . . . . . . . . . . . . 117
Kathleen Graves
23 Motivation in Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Julie Waddington
24 Second Language Writing Instruction . . . . . . . . . . . . . . . . . . . . . . 129
Ken Hyland
25 Task-Based Language Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Rod Ellis
26 Teacher and Learner Perspectives on Vocabulary Learning
and Teaching (VLT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Jonathan Newton
27 Teachers’ Relational Practices and Students’ Motivation . . . . . . . 143
Alastair Henry
28 Teaching English as an International Language . . . . . . . . . . . . . . 151
Aya Matsuda
Contents ix

29 Teaching for Transfer of Second Language Learning . . . . . . . . . . 157

Mark A. James
30 Teaching Speakers of Marginalized Varieties: Creoles
and Unstandardized Dialects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Jeff Siegel
31 Teaching Suprasegmentals in English as a Lingua Franca
Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Christine Lewis and David Deterding
32 Translanguaging in Teaching/Learning Languages . . . . . . . . . . . . 171
Leslie Barratt
33 Translanguaging with SLIFE Students for More Inclusive
Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Eileen N. Whelan Ariza
34 World Englishes, English as a Lingua Franca and ELT . . . . . . . . 183
Paola Vettorel

Part II Learners and Learning-related Topics

35 Child Task-Based Language Learning in Foreign Language
Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
María del Pilar García Mayo
36 Emergent Bilingualism in Foreign Language Education . . . . . . . . 195
Pat Moore and Blake Turnbull
37 Extramural English in Language Education . . . . . . . . . . . . . . . . . 201
Pia Sundqvist
38 Language Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Mirosław Pawlak
39 Language Proficiency and Academic Performance . . . . . . . . . . . . 213
Saleh Al-Busaidi
40 Learner Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Li-Shih Huang
41 Learning Beyond the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Hayo Reinders and Phil Benson
42 Long-Term English Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Maneka Deanna Brooks and Peter Smagorinsky
43 Materials Development for Language Learning . . . . . . . . . . . . . . 237
Brian Tomlinson
x Contents

44 Metacognition in Academic Writing: Learning Dimensions . . . . . 243

Raffaella Negretti
45 Second-Language Strategy Instruction . . . . . . . . . . . . . . . . . . . . . 249
Luke Plonsky and Ekaterina Sudina
46 Second Language Linguistic Competence and Literacy of Adult
Migrants with Little or No Home Language Literacy . . . . . . . . . . 255
Martha Young-Scholten
47 Task Engagement in Language Learning . . . . . . . . . . . . . . . . . . . 261
Joy Egbert
48 Vocabulary Knowledge and Educational Attainment . . . . . . . . . . 267
James Milton
49 Vocabulary Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Peter Yongqi Gu
50 Working Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
Zhisheng (Edward) Wen

Part III Assessment and Assessment-related Topics

51 Approaches in Aligning Language Assessments to Standards
and Frameworks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287
Spiros Papageorgiou
52 Assessing L2 Signed Language Ability in Deaf Children
of Hearing Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
Wolfgang Mann, Joanna Hoskin, and Hilary Dumbrill
53 Assessing Second Language Listening . . . . . . . . . . . . . . . . . . . . . . 299
Elvis Wagner
54 Assessing Second Language Pronunciation . . . . . . . . . . . . . . . . . . 305
Johnathan Jones and Talia Isaacs
55 The Assessment of Target-Language Pragmatics . . . . . . . . . . . . . 311
Andrew D. Cohen
56 Classroom Assessment & Assessment as Learning . . . . . . . . . . . . 317
Jonathan Trace
57 English Language Proficiency: What is it? and Where do
Learners Fit into it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323
James Dean Brown
58 Integrated Skills Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329
Lia Plakans
Contents xi

59 Language Assessment in English Medium Instruction . . . . . . . . . . 333

Slobodanka Dimova
60 Language Assessment for Professional Purposes . . . . . . . . . . . . . . 339
Ute Knoch
61 Language Assessment Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . 343
Christine Coombe and Peter Davidson
62 Language Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349
Glenn Fulcher
63 Oral Corrective Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353
Shaofeng Li
64 Needs Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359
Li-Shih Huang
65 Peer Interaction Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367
Noriko Iwashita
66 Portfolio Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373
Pauline Mak
67 The Provision of Feedback on EAP Writing . . . . . . . . . . . . . . . . . 379
Rachael Ruegg
68 The Role of the Rater in Writing Assessment . . . . . . . . . . . . . . . . 383
Sara T. Cushing
69 Second Language Vocabulary Assessment . . . . . . . . . . . . . . . . . . 387
John Read
70 Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393
Yuko Goto Butler
71 Strategic Competence: The Concept and its Role
in Language Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
A. Mehdi Riazi
72 Translation Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403
Renee Jourdenais
73 Validation of Assessment Scores and Uses . . . . . . . . . . . . . . . . . . 409
A. Mehdi Riazi
74 Vocabulary, its Development over Time and Writing Quality
in L2 Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415
Lee McCallum
75 Washback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421
Rubina Khan
xii Contents

76 Written Corrective Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425

Icy Lee
77 Writing Assessment Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431
Deborah Crusan

Part IV Language Skills and Subskills

78 Aural Vocabulary Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . 439
Joshua Matthews
79 Collaborative Writing in the Second/Foreign Language (L2)
Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445
Ali Shehadeh
80 Developing L2 Listening Fluency . . . . . . . . . . . . . . . . . . . . . . . . . 451
Anna A. C.-S. Chang
81 Extensive Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 457
Willy A. Renandya and Yuseva Iswandari
82 Foreign Accent Strength in English . . . . . . . . . . . . . . . . . . . . . . . . 463
Berna Hendriks and Frank van Meurs
83 Foreign Language Reading Fluency and Reading Fluency
Methodologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
Greta Gorsuch and Etsuo Taguchi
84 Learner Corpora for Disciplinary Writing . . . . . . . . . . . . . . . . . . 475
Lynne Flowerdew
85 Lexical Inferencing and Vocabulary Development . . . . . . . . . . . . 481
Hossein Vafadar and Hassan Mohebbi
86 Oral Academic Genres and Features of Student Academic
Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 487
Alla Zareva
87 Speech Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 493
Xun Yan, Yuyun Lei, and Hyunji (Hayley) Park
88 Teaching and Learning Vocabulary . . . . . . . . . . . . . . . . . . . . . . . 499
Suhad Sonbul and Anna Siyanova-Chanturia

Part V Teachers and Teacher Education

89 Corpora in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 507
Eric Friginal and Justin Taylor
90 EAP Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 513
Mahmood Reza Atai
Contents xiii

91 Emotionality in TESOL and Teacher Education . . . . . . . . . . . . . . 519

Juan de Dios Martínez Agudo
92 English Language Teacher Motivation . . . . . . . . . . . . . . . . . . . . . 525
Krishna K. Dixit and Amol Padwad
93 Foreign Language Teacher Education . . . . . . . . . . . . . . . . . . . . . . 531
Friederike Klippel
94 Identity in SLA and Second Language Teacher Education . . . . . . 537
Peter I. De Costa and Curtis Green-Eneix
95 Language Teacher Burnout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 543
Akram Nayernia
96 Language Teacher Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 549
Gary Barkhuizen
97 Language Teacher Professional Development . . . . . . . . . . . . . . . . 555
Victoria Tuzlukova
98 Language Teacher Professionalism . . . . . . . . . . . . . . . . . . . . . . . . 561
Britta Viebrock and Carina Kaufmann
99 Language Teacher Well-being . . . . . . . . . . . . . . . . . . . . . . . . . . . . 567
Kyle Read Talbot and Sarah Mercer
100 Language Teachers’ Self-efficacy Beliefs . . . . . . . . . . . . . . . . . . . . 573
Mark Wyatt
101 Online Language Teacher Education (OLTE) . . . . . . . . . . . . . . . . 579
Mary Ann Christison and Denise E. Murray
102 Reflective Practice in Language Education . . . . . . . . . . . . . . . . . . 585
Thomas S. C. Farrell
103 Second Language Teacher Education Curricula . . . . . . . . . . . . . . 589
Nikki Ashcraft
104 Teacher Knowledge Development . . . . . . . . . . . . . . . . . . . . . . . . . 595
Phil Quirke
105 Teacher Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 601
Anne Burns
106 The Native/Nonnative Conundrum . . . . . . . . . . . . . . . . . . . . . . . . 607
Péter Medgyes

Part VI Technology and Technology-enhanced Instruction

107 Computer-based Second Language Listening . . . . . . . . . . . . . . . . 615
Mónica S. Cárdenas-Claros
xiv Contents

108 Digital Game-based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 621

Zohreh R. Eslami and Mahjabin Chowdhury
109 Digital Genres and Teaching English for Academic Purposes . . . . 627
María José Luzón
110 Digital Literacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 633
Nicky Hockly
111 Exploring the Potential of Social Media in SLA: Issues,
Affordances and Incentives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 639
Liam Murray and Marta Giralt
112 Genre-based Automated Writing Evaluation . . . . . . . . . . . . . . . . . 645
Elena Cotos
113 Impact of Perception on Readiness for Online Teaching . . . . . . . . 651
Jacqueline S. Stephen
114 Intelligent Computer Assisted Language Learning . . . . . . . . . . . . 655
Trude Heift
115 Online Continuing Professional Development . . . . . . . . . . . . . . . . 659
Flora Debora Floris
116 Online Informal Language Learning . . . . . . . . . . . . . . . . . . . . . . . 663
Ruth Trinder
117 Social Networking for Language Teaching and Learning . . . . . . . 669
Phuong Tran

Part VII Politics, Policies and Practices in Language Education

118 Bilingualism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 677
Gillian Wigglesworth and Carmel O’Shannessy
119 ELT and International Development . . . . . . . . . . . . . . . . . . . . . . . 683
C. J. Denman
120 ELT Textbook Ideology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 689
Esmat Babaii
121 Embedding Academic Literacy in Degree Curricula . . . . . . . . . . . 695
Neil Murray
122 English Language Education Policy . . . . . . . . . . . . . . . . . . . . . . . 701
Robert Kirkpatrick and M. Obaidul Hamid
123 Englishization of Higher Education . . . . . . . . . . . . . . . . . . . . . . . . 705
Nicola Galloway and Jim McKinley
Contents xv

124 Linguistic Barriers in Foreign Language Education . . . . . . . . . . . 711

Heiko Motschenbacher
125 Policy Enactment for Effective Leadership in English Language
Program Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 717
Kashif Raza
126 Unequal Englishes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 723
Ruanni Tupas
127 Values in the Language Classroom . . . . . . . . . . . . . . . . . . . . . . . . 729
Graham Hall

Part VIII Research and Research-related Topics

128 Eye-Tracking as a Research Method in Language Testing . . . . . . 737
Tineke Brunfaut
129 History of Language Teaching and Applied Linguistics . . . . . . . . 743
Richard Smith
130 Quantitative Research Methods and the Reform Movement
in Applied Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 749
Luke Plonsky
131 Unconscious Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 755
Ali H. Al-Hoorie
132 Research Paradigms in TESOL and Language Education . . . . . . 761
Salah Troudi
133 Teacher Research Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . 767
Daniel Xerri

Part IX Applied Linguistics and Second Language Acquisition

134 Bilingual Code-mixing and Code-switching . . . . . . . . . . . . . . . . . . 775
Tej K. Bhatia
135 Cognitive Task Complexity and Second Language Writing . . . . . 781
Mark D. Johnson
136 Complexity, Accuracy and Fluency (CAF) . . . . . . . . . . . . . . . . . . 787
Alex Housen
137 A Complex Dynamic Systems Perspective to Researching
Language Classroom Dynamics . . . . . . . . . . . . . . . . . . . . . . . . . . . 793
Diane Larsen-Freeman
xvi Contents

138 Complex Dynamic Systems Theory and Second Language

Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 799
Marjolijn Verspoor and Wander Lowie
139 Corpora in Applied Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . 805
Sandra C. Deshors
140 Corpus-based Genre Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . 811
Xiaofei Lu, J. Elliott Casal, and Yingying Liu
141 Embodied Interaction in Second Language
Teaching/Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 817
Elena Taylor and Dwight Atkinson
142 Implicit and Explicit Learning and Knowledge . . . . . . . . . . . . . . . 823
Aline Godfroid
143 Incidental and Intentional Learning of Multi-word
Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 831
Elvenna Majuddin and Anna Siyanova-Chanturia
144 Language Processing in the Foreign Language Classroom
(From a Cognitive Perspective) . . . . . . . . . . . . . . . . . . . . . . . . . . . 837
Ronald P. Leow
145 Multiple Intelligences Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . 841
Mavadat Saidi and Mohadese Khosravi
146 Peer Interaction in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . 847
Masatoshi Sato
147 Plurilingualism in TESOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 853
Shelley K. Taylor
148 Pragmatics in Language Teaching and Learning . . . . . . . . . . . . . 859
Minh Thi Thuy Nguyen
149 Second Language Learning Motivation . . . . . . . . . . . . . . . . . . . . . 865
Kata Csizér
150 Sociocultural Theory and Second Language Development . . . . . . 871
Matthew E. Poehner and James P. Lantolf
151 Sociolinguistic Competence in Second Languages . . . . . . . . . . . . . 879
Kimberly L. Geeslin
152 Translanguaging for Australian Aboriginal Speakers . . . . . . . . . . 885
Rhonda Oliver
Correction to: Metacognition in Academic Writing: Learning
Dimensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C1
Raffaella Negretti
Contributors

Rebekha Abbuhl Department of Linguistics, California State University Long

Beach, Long Beach, CA, USA
Saleh Al-Busaidi Department of Curriculum and Instruction, Sultan Qaboos
University, Muscat, Sultanate of Oman
Ali H. Al-Hoorie Jubail English Language and Preparatory Year Institute, Royal
Commission for Jubail and Yanbu, Jubail Industrial City, Saudi Arabia
Jason Anderson Applied Linguistics, University of Warwick, Coventry, UK
Neil J. Anderson Department of English Language Teaching & Learning, Brig-
ham Young University–Hawaii, Laie, HI, USA
Eileen N. Whelan Ariza Department of Teaching and Learning, College of
Education, Florida Atlantic University, Boca Raton, FL, USA
Nikki Ashcraft Learning, Teaching & Curriculum-TESOL, University of Mis-
souri, Columbia, MO, USA
Mahmood Reza Atai Department of Foreign Languages, Kharazmi University,
Tehran, Iran
Dwight Atkinson University of Arizona, Tucson, AZ, USA
Esmat Babaii Department of Foreign Languages, Kharazmi University, Tehran,
Iran
Gary Barkhuizen School of Cultures, Languages and Linguistics, University of
Auckland, Auckland, New Zealand
Leslie Barratt Languages, Literatures, & Linguistics, Indiana State University,
Terre Haute, IN, USA
Roi Et Rajabhat University, Roi Et, Thailand
Helen Basturkmen Applied Linguistics and Language Teaching, Faculty of Arts,
University of Auckland, Auckland, New Zealand
Alessandro Benati CAES, Hong Kong University, Hong Kong, China

xvii
xviii Contributors

Phil Benson Multilingualism Research Centre, Macquarie University, Sydney,

Australia
Tej K. Bhatia Department of Linguistics (LLL), Syracuse University, Syracuse,
NY, USA
Maneka Deanna Brooks Department of Curriculum and Instruction, Texas State
University, San Marcos, TX, USA
James Dean Brown Second Language Studies, University of Hawai‘i at Mānoa,
Honolulu, Hawai‘i, USA
Tineke Brunfaut Department of Linguistics and English Language, Lancaster
University, Lancaster, UK
Anne Burns School of Education, University of New South Wales, Sydney,
Australia
Yuko Goto Butler Graduate School of Education, University of Pennsylvania,
Philadelphia, PA, USA
Mónica S. Cárdenas-Claros Instituto de Literatura y Ciencias del Lenguaje,
Pontificia Universidad Católica de Valparaíso, Viña del Mar, Chile
J. Elliott Casal Department of Applied Linguistics, The Pennsylvania State
University, University Park, PA, USA
Department of Cognitive Science, Case Western Reserve University, Cleveland,
OH, USA
Anna A. C.-S. Chang Department of Applied English, Hsing Wu University, New
Taipei, Taiwan
Mahjabin Chowdhury Educational Psychology, Texas A&M University, College
Station, TX, USA
Mary Ann Christison Department of Linguistics, University of Utah, Salt Lake
City, UT, USA
Andrew D. Cohen Professor Emeritus, Program in Second Language Studies,
College of Liberal Arts, University of Minnesota, Minneapolis, MN, USA
Christine Coombe Department of General Studies, Dubai Men’s College, Higher
Colleges of Technology, Dubai, United Arab Emirates
Elena Cotos English/Applied Linguistics and Technology, Iowa State University,
Ames, IA, USA
Deborah Crusan Department of English Language and Literatures, Wright State
University, Dayton, USA
Kata Csizér Department of English Applied Linguistics, School of English and
American Studies, Eötvös University, Budapest, Hungary
Contributors xix

Sara T. Cushing Department of Applied Linguistics & ESL, Georgia State

University, Atlanta, GA, USA
Peter Davidson College of Humanities and Social Sciences, Zayed University,
Dubai, UAE
Peter I. De Costa Department of Linguistics, Languages & Cultures and
Department of Teacher Education, Michigan State University, East Lansing, MI,
USA
Luciana C. de Oliveira School of Education, Virginia Commonwealth Univer-
sity, Richmond, VA, USA
C. J. Denman Office of Deputy Vice-Chancellor for Postgrasduate Studies and
Research, Sultan Qaboos University, Muscat, Oman
Sandra C. Deshors Department of Linguistics, Languages, and Cultures, Michi-
gan State University, East Lansing, MI, USA
David Deterding Universiti Brunei Darussalam, Gadong, Brunei
Slobodanka Dimova Centre for Internationalization and Parallel Language Use,
University of Copenhagen, Copenhagen, Denmark
Krishna K. Dixit Centre for English Language Education (CELE), Dr. B. R.
Ambedkar University, Delhi, India
Hilary Dumbrill Hamilton Lodge School & College for Deaf Learners, Brighton,
UK
Martin East School of Cultures, Languages and Linguistics, Faculty of Arts, The
University of Auckland, Auckland, New Zealand
Joy Egbert Department of Teaching and Learning, College of Education, Wash-
ington State University, Pullman, WA, USA
Rod Ellis School of Education, Curtin University, Perth, WA, Australia
Zohreh R. Eslami Teaching, Learning, and Culture, Texas A&M University,
College Station, TX, USA
Department of Educational Psychology, Texas A&M University, College Station,
TX, USA
Thomas S. C. Farrell Applied Linguistics, Brock University, St. Catharines, ON,
Canada
Flora Debora Floris English Department, Petra Christian University, Surabaya,
Indonesia
Lynne Flowerdew Department of Applied Linguistics and Communication,
Birkbeck, University of London, London, UK
xx Contributors

Eric Friginal Department of Applied Linguistics and ESL, Georgia State

University, Atlanta, GA, USA
Glenn Fulcher School of Education, University of Leicester, Leicester, Leices-
tershire, UK
Nicola Galloway School of Education, University of Glasgow, Glasgow, UK
UCL Institute of Education, London, UK
María del Pilar García Mayo Departamento de Filología Inglesa, Universidad
del País Vasco (UPV/EHU), Vitoria-Gasteiz, Spain
Kimberly L. Geeslin Department of Spanish & Portuguese, Indiana University,
Bloomington, IN, USA
Zübeyde Sinem Genç Department of Foreign Language Education/English Lan-
guage Teaching, Faculty of Education/Bursa Uludağ University, Bursa, Turkey
Zihan Geng Department of Teaching, Learning, and Culture, Texas A&M
University, College Station, TX, USA
David Gerlach School of Humanities, Chair of TEFL, University of Wuppertal,
Wuppertal, Germany
Marta Giralt School of Modern Languages & Applied Linguistics, University of
Limerick, Limerick, Ireland
Aline Godfroid Second Language Studies and TESOL program, Department of
Linguistics, Languages, and Cultures, Michigan State University, East Lansing, MI,
USA
Greta Gorsuch Classical and Modern Languages and Literatures, Texas Tech
University, Lubbock, TX, USA
Keith M. Graham Educational Psychology, Texas A&M University, College
Station, TX, USA
College of Teacher Education, National Taiwan Normal University, Taipei, Taiwan
Kathleen Graves School of Education, University of Michigan, Ann Arbor, USA
Curtis Green-Eneix Department of Linguistics, Languages & Cultures, Michigan
State University, East Lansing, MI, USA
Peter Yongqi Gu School of Linguistics & Applied Language Studies, Victoria
University of Wellington, Wellington, New Zealand
Graham Hall English Language and Linguistics, Department of Humanities,
Northumbria University, Newcastle upon Tyne, UK
Trude Heift Linguistics Department, Simon Fraser University, Burnaby, BC,
Canada
Contributors xxi

Berna Hendriks Language and Communication/Centre for Language Studies,

Radboud University, Nijmegen, The Netherlands
Alastair Henry Department of Social and Behavioural Studies, University West,
Trollhättan, Sweden
Lana Hiasat Department of General Studies, Higher Colleges of Technology,
Dubai, UAE
Nicky Hockly The Consultants-E, Swansea, United Kingdom
Barbara Hoekje Department of Communication, Drexel University, Philadelphia,
PA, USA
Joanna Hoskin Language & Communication Science Division, City University of
London, London, UK
Alex Housen Department of Linguistics & Literary Studies, Vrije Universiteit
Brussel (VUB), Brussel, Brussels, Belgium
Li-Shih Huang Department of Linguistics, University of Victoria, Victoria, BC,
Canada
Ken Hyland School of Education and Lifelong Learning, University of East
Anglia, Norwich, UK
Jilin University, Changchun, China
Talia Isaacs UCL Institute of Education, University College London, London, UK
Yuseva Iswandari English Language Education, Sanata Dharma University,
Yogyakarta, Indonesia
Noriko Iwashita School of Languages and Cultures, The University of Queens-
land, Brisbane, QLD, Australia
Mark A. James Department of English, Arizona State University, Tempe, AZ,
USA
Mark D. Johnson Department of English, East Carolina University, Greenville,
NC, USA
Johnathan Jones UCL Institute of Education, University College London, Lon-
don, UK
Renee Jourdenais Graduate School of Translation, Interpretation, and Language
Education, Middlebury Institute of International Studies at Monterey, Monterey,
CA, USA
Carina Kaufmann Institute of English and American Studies, Goethe University
Frankfurt, Frankfurt am Main/Hesse, Germany
Rubina Khan Department of English, University of Dhaka, Dhaka, Bangladesh
xxii Contributors

Mohadese Khosravi English Department, Kharazmi University, Tehran, Iran

Robert Kirkpatrick Gulf University for Science and Technology, Mubarak
Al-Abdullah, Kuwait
Tamas Kiss Centre for English Language Studies, Sunway University, Subang
Jaya, Malaysia
Friederike Klippel Department of English and American Studies,
Ludwig-Maximilians-University, Munich, Germany
Ute Knoch Language Testing Research Centre, School of Languages and Lin-
guistics, University of Melbourne, Parkville, VIC, Australia
Shaun Weihong Ko Department of Teaching, Learning, and Culture, Texas A&M
University, College Station, TX, USA
James P. Lantolf Department of Applied Linguistics, The Pennsylvania State
University, University Park, PA, USA
School of Foreign Studies, Xi’an JiaoTong University, Xi’an, China
Diane Larsen-Freeman Linguistics Department/School of Education, University
of Michigan, Ann Arbor, Michigan, USA
Icy Lee Faculty of Education, The Chinese University of Hong Kong, Shatin,
Hong Kong
Yuyun Lei East Asian Languages and Cultures, Wake Forest University,
Winston-Salem, USA
Ronald P. Leow Department of Spanish & Portuguese, Georgetown University,
Washington, DC, USA
Christine Lewis Universiti Brunei Darussalam, Gadong, Brunei
Shaofeng Li Florida State University, Tallahassee, USA
Yingying Liu Department of Applied Linguistics, The Pennsylvania State
University, University Park, PA, USA
Wander Lowie Department of Applied Linguistics, University of Groningen,
Groningen, The Netherlands
Xiaofei Lu Department of Applied Linguistics, The Pennsylvania State Univer-
sity, University Park, PA, USA
María José Luzón Department of English Studies, University of Zaragoza, Zar-
agoza, Spain
Elvenna Majuddin School of Linguistics and Applied Language Studies, Te
Herenga Waka, Victoria University of Wellington, Wellington, New Zealand
Pauline Mak The Education University of Hong Kong, Hong Kong, China
Contributors xxiii

Wolfgang Mann School of Education, University of Roehampton, London, UK

Juan de Dios Martínez Agudo Department of Didactics of Social Sciences,
Languages and Literatures, Faculty of Education, University of Extremadura,
Badajoz, Spain
Aya Matsuda Department of English, Arizona State University, Tempe, AZ, USA
Joshua Matthews School of Education, University of New England, Armidale,
NSW, Australia
Lee McCallum Graduate School of Education, University of Exeter, Exeter, UK
Jim McKinley UCL Institute of Education, London, UK
Péter Medgyes Department of Language Pedagogy, Eötvös Loránd University,
Budapest, Hungary
Sarah Mercer ELT Research and Methodology, University of Graz, Graz, Austria
James Milton Department of Applied Linguistics, Swansea University, Swansea,
UK
Hassan Mohebbi European Knowledge Development Institute (EUROKD),
Ankara, Turkey
Pat Moore Languages & Translation, Universidad Pablo de Olavide, Sevilla,
Spain
Heiko Motschenbacher Departmnt of Language, Literature, Mathematics and
Interpreting, Western Norway University of Applied Sciences, Bergen, Norway
Denise E. Murray Department of Linguistics, Macquarie University, Sydney,
NSW, Australia
San José State University, San Jose, CA, USA
Liam Murray School of Modern Languages & Applied Linguistics, University of
Limerick, Limerick, Ireland
Neil Murray Department of Applied Linguistics, University of Warwick,
Coventry, UK
Akram Nayernia Faculty of Foreign Languages, Iran University of Science and
Technology, Tehran, Iran
Raffaella Negretti Department of Communication and Learning in Science,
Division for Language and Communication, Chalmers University of Technology,
Gothenburg, Sweden
Jonathan Newton School of Linguistics and Applied Language Studies, Victoria
University of Wellington, Wellington, New Zealand
xxiv Contributors

Minh Thi Thuy Nguyen Department of English & Linguistics, University of

Otago, Dunedin, New Zealand
Bonny Norton Language and Literacy Education, University of British Columbia,
Vancouver, BC, Canada
M. Obaidul Hamid The University of Queensland, Brisbane, Australia
Rhonda Oliver School of Education, Curtin University, Perth, West Australia,
Australia
Carmel O’Shannessy Australian National University, Canberra, Australia
Amol Padwad Centre for English Language Education (CELE), Dr. B. R.
Ambedkar University, Delhi, India
Brian Paltridge English Department, City University of Hong Kong, Hong Kong,
China
School of Education and Social Work, University of Sydney, Sydney, Australia
Spiros Papageorgiou Educational Testing Service, Princeton, NJ, USA
Hyunji (Hayley) Park Department of Linguistics, University of Illinois at
Urbana-Champaign, Illinois, USA
Mirosław Pawlak Faculty of Pedagogy and Fine Arts, Adam Mickiewicz
University, Kalisz, Poland
State University of Applied Sciences in Konin, Konin, Poland
Lia Plakans Department of Teaching and Learning, The University of Iowa, Iowa
City, Iowa, USA
Luke Plonsky English Department, Northern Arizona University, Flagstaff, AZ,
USA
Matthew E. Poehner Department of Curriculum and Instruction, The Pennsyl-
vania State University, University Park, PA, USA
Phil Quirke Department of Education, Higher Colleges of Technology, Abu
Dhabi, United Arab Emirates
Kashif Raza Werklund School of Education, University of Calgary, Calgary,
Canada
John Read School of Cultures, Languages and Linguistics, University of Auck-
land, Auckland, New Zealand
Hayo Reinders Anaheim University, Anaheim, USA
School of Liberal Arts, King Mongkut’s University of Technology Thonburi,
Bangkok, Thailand
Contributors xxv

Willy A. Renandya English Language and Literature, National Institute of Edu-

cation, Nanyang Technological University, Singapore, Singapore
A. Mehdi Riazi Department of Linguistics, Macquarie University, Sydney, Aus-
tralia
College of Humanities and Social Sciences, Middlebury Institute of International
Studies at Monterey, Monterey, CA, USA
College of Humanities and Social Sciences, Hamad Bin Khalifa University
(HBKU), Doha, Qatar
Heath Rose Department of Education, The University of Oxford, Oxford, UK
Rachael Ruegg School of Linguistics and Applied Language Studies, Victoria
University of Wellington, Wellington, New Zealand
Mavadat Saidi English Department, Shahid Rajaee Teacher Training University,
Tehran, Iran
Masatoshi Sato Department of English, Universidad Andres Bello, Santiago,
Chile
Ali Shehadeh Curriculum and Instruction, United Arab Emirates University, Al
Ain, UAE
Jeff Siegel Linguistics, University of New England, Armidale, NSW, Australia
Anna Siyanova-Chanturia College of Foreign Languages, Ocean University of
China, Qingdao, China
School of Linguistics and Applied Language Studies, Te Herenga Waka, Victoria
University of Wellington, Wellington, New Zealand
Sophia Skoufaki Department of Language and Linguistics, University of Essex,
Colchester, UK
Peter Smagorinsky Department of language and Literacy Education, The
University of Georgia (emeritus), Athens, GA, USA
Richard Smith Department of Applied Linguistics, University of Warwick,
Coventry, UK
Sharon L. Smith Department of Teaching and Learning, University of Miami,
Coral Gables, FL, USA
Suhad Sonbul English Language Centre, Umm Al-Qura University, Makkah,
Saudi Arabia
Jacqueline S. Stephen College of Professional Advancement, Mercer University
Instructional Designer & Director of the Office of Distance Learning Assistant
Professor, Mercer University, Atlanta, GA, USA
Department of Leadership Studies, Human Resources Administration and Devel-
opment, Mercer University, Atlanta, GA, USA
xxvi Contributors

Ekaterina Sudina English Department, Northern Arizona University, Flagstaff,

AZ, USA
Pia Sundqvist Department of Teacher Education and School Research, University
of Oslo, Oslo, Norway
Mona Syrbe College of Business, Rikkyo University, Tokyo, Japan
Etsuo Taguchi Department of Japanese, Daito Bunka University, Tokyo, Japan
Kyle Read Talbot ELT Research and Methodology, University of Graz, Graz,
Austria
Elena Taylor Utah State University, Logan, UT, USA
Justin Taylor School of Foreign Languages, Bahçeşehir University, Istanbul,
Turkey
Shelley K. Taylor Faculty of Education, The University of Western Ontario,
London, ON, Canada
Brian Tomlinson University of Liverpool, Liverpool, Merseyside, UK
Anaheim University, Anaheim, CA, USA
Jonathan Trace Faculty of Environment and Information Studies, Keio Univer-
sity, Fujisawa, Kanagawa, Japan
Phuong Tran School of International Liberal Studies, Waseda University, Tokyo,
Japan
Ruth Trinder Department of Foreign Language Business Communication,
Vienna University of Economics and Business, Vienna, Austria
Salah Troudi Graduate School of Education, University of Exeter, Exeter,
England
Ruanni Tupas Institute of Education, University College London, London, UK
Blake Turnbull Faculty of Global and Regional Studies, Doshisha University,
Kyoto, Japan
Victoria Tuzlukova English for Humanities Department, Centre for Preparatory
Studies, Sultan Qaboos University, Sultanate of Oman, Muscat, Oman
Hossein Vafadar School of Languages, Literacies and Translation, Universiti
Sains Malaysia, Penang, Malaysia
Frank van Meurs Language and Communication/Centre for Language Studies,
Radboud University, Nijmegen, The Netherlands
Marjolijn Verspoor Department of Applied Linguistics, University of Pannonia,
Veszprem, Hungary
Contributors xxvii

Paola Vettorel Department of Foreign Languages and Literatures, University of

Verona, Verona, Italy
Britta Viebrock Institute of English and American Studies, Goethe University
Frankfurt, Frankfurt am Main/Hesse, Germany
Julie Waddington Department of Subject-Specific Education, Faculty of Educa-
tion & Psychology, University of Girona, Girona, Catalonia, Spain
Elvis Wagner Department of Teaching and Learning, Temple University,
Philadelphia, PA, USA
Zhisheng (Edward) Wen School of Languages and Translation, Macao
Polytechnic Institute, Macau SAR, China
Gillian Wigglesworth University of Melbourne, Melbourne, Australia
Mark Wyatt Department of English, Khalifa University, Abu Dhabi, United Arab
Emirates
Daniel Xerri University of Malta, Centre for English Language Proficiency,
Msida, Malta
Xun Yan Department of Linguistics, University of Illinois at Urbana-Champaign,
Illinois, USA
Martha Young-Scholten School of English Literature, Language and Linguistics,
Newcastle University, Newcastle upon Tyne, UK
Alla Zareva Department of English, Old Dominion University, Norfolk, VA,
USA