| LEADERSHIP UPDATES |
| LETTER FROM THE EDITORS |
| Natalia Dolgova, George Washington University, Washington, DC, USA, & Heather Weger, Georgetown University Law Center, Washington, DC, USA |
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| LETTER FROM THE CHAIR |
| Kathryn Howard, California State University, San Bernardino, California, USA |
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| ARTICLES |
| PEDAGOGICAL INQUIRY IN ENGLISH AS AN INTERNATIONAL LANGUAGE: A SYNTHESIS |
| Dustin Crowther, Oklahoma State University, Stillwater, Oklahoma, USA; Peter I. De Costa, Michigan State University, East Lansing, Michigan, USA; & Jeffrey Maloney, Northeastern State University, Tahlequah, Oklahoma, USA |
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Though there now exists a vast amount of English as an international language (EIL) pedagogical scholarship, proposals have remained primarily theoretical. We here consider EIL-inspired classroom-based research to identify the primary methodologies employed and key themes of investigation considered. We conclude with suggestions for future EIL-inspired pedagogical inquiry. Read More |
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| LEARNER ENGAGEMENT AND SUBJECTIVE RESPONSES TO TASKS IN AN EFL CONTEXT |
| Linh Phung, Chatham University, Pittsburgh, Pennsylvania, USA; Sachiko Nakamura, King Mongkut's University of Technology Thonburi, Bangkok, Thailand; & Hayo Reinders, King Mongkut's University of Technology Thonburi, Bangkok, Thailand |
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This article reports the effects of two levels of choice (-/+constraint) on learner engagement and subjective responses in a study involving 24 Thai university students. The study found that learners demonstrated statistically different levels of engagement and different subjective responses in the -constraint and +constraint tasks. Read More |
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| PEER REVIEW IN L2 WRITING INSTRUCTION: NOTICING, METALANGUAGE, AND ACCURACY |
| Hoa Nguyen, Anna Ciriani-Dean, Ying Jia, & Hector Gonzalez |
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The study discussed in this article analyzes oral peer review data from 14 advanced second language learners in a first-year college writing course. The data revealed differences in how students attend to issues in language, content, and organization of peers’ essays. The data also illustrated their ability to use metalanguage and high accuracy of grammar-focused feedback. Read More |
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| BORROWING WORDS LEGALLY: EXPANDING OPTIONS FOR TEXTUAL BORROWING VIA CORPORA |
| Marino Ivo Lopes Fernandes, University of New Hampshire, Durham, New Hampshire, USA, & Yu Tian, University of Arizona, Tucson, Arizona, USA |
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The increased enrollment of international, multilingual students has heightened the incidence of textual practices inappropriate for genre expectations of academic writing, such as language reuse without attribution. In this article, we provide a corpus teaching approach to expand students’ repertoire of reporting verbs and structures for appropriate textual borrowing. Read More |
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| ABOUT THIS COMMUNITY |
| APPLIED LINGUISTICS INTEREST SECTION (ALIS) |
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