• Vol. 3 No. 6 (2023)

    We are delight to publish our first Feature article. Feature articles offer personal opinions or perspectives on a particular issue or topic. They may be based on the author's own research or experience, but they are not necessarily empirical studies.

    Issue 6, Volume 3, 2023 published one Feature article. Dougherty & Schulze (2023) discusses the importance of providing language-focused instructional support for Emergent Bilingual Learners in order to help them access content, understand academic texts, and engage critically in English. The authors propose using text analysis informed by systemic functional linguistics to identify the language used in schooling, which needs to be made visible to students. They also emphasize the need for teachers to critically analyze texts to uncover dominant perspectives.

  • Vol. 3 No. 5 (2023)

    In this issue, five articles cover various aspects of language learning and teaching:

    1. The first article examines Spanish teachers' perceptions of their impact on maintaining students' interest in the language. The study reveals that teachers identify factors such as student interest, motivation, feedback, teacher-student relationships, and student engagement as crucial to maintaining interest.

    2. The second article explores the effect of a student-developed persuasive speaking template on non-native English speakers' persuasive speaking skills. The study demonstrates a significant improvement in participants' skills after using the template, with factors such as direct skills instruction, time for research and practice, and teacher guidance contributing to the improvement.

    3. The third article investigates the impact of metaphorical competence and awareness on vocabulary acquisition in second language learners. The paper examines studies demonstrating the benefits of metaphorical competence and awareness for vocabulary acquisition and offers pedagogical implications for educators.

    4. The fourth article delves into Foreign Language Anxiety (FLA) in the context of classroom language learning. The essay provides a brief history of the FLA construct, how it fits within the US higher education landscape, and its subsequent refinement through empirical evidence. It concludes by discussing the implications for language teaching in similar instructional contexts.

    5. The fifth article reviews the development and validation of China's Standards of English Language Ability (CSE). The paper discusses the major theoretical frameworks for validating language scales in China, reviews studies on the CSE's validity, and examines empirical studies on the validity of the CSE sub-scales. The authors identify a lack of studies on organizational competence and suggest future research directions.

  • Vol. 3 No. 4 (2023)

    This issue covers three research articles focused on different aspects of language education. The first article presents a corpus-based study on the word profile of a Global Online Course for English language teachers. The research analyzes the frequency and coverage of Academic Word List, General Service List 1K and 2K, and highlights the importance of creating a new word list to supplement future course participants with technical words required for course completion.

    The second article delves into the role of first language (L1) in the learning of a second language (L2) from a sociocultural perspective, focusing on task-based language teaching (TBLT) and content and language integrated learning (CLIL) pedagogical approaches. By reinterpreting findings through Vygotsky's sociocultural theory, the study reveals the multifaceted role of L1 as a cognitive, affective, and interactional mediator, arguing for its potential benefits in TBLT and CLIL.

    Lastly, the third article investigates the ideological underpinnings of language education in Australia, specifically in New South Wales. The research explores the issues surrounding the country's liberal 'monolingual mindset,' its impact on discouraging language learning, and the strengths and weaknesses of its responses. Using critical discourse analysis and thematic categorization, the study aims to reveal the values and interests contained in current language syllabi and motivate further inquiry into language studies.

  • Vol. 3 No. 2 (2023)

    The February Issue includes an empirical study exploring the mediating mechanism of academic boredom on English as a foreign language (EFL) achievement among Chinese secondary EFL learners. The results suggest the importance of addressing academic boredom in EFL education and promoting behavioral engagement to improve EFL achievement.

  • Vol. 2 No. 11 (2022)

    The November issue includes two interesting topics. Walter & Schenker (2022), an empirical study, investigates the experiences and challenges that increased or decreased language teachers’ feelings of satisfaction with teaching online. Sewell (2022) is a brief review giving an overview of Indonesia’s language policy and examining three Indonesian linguistic landscapes. Recommendations for the preservation and revitalization of regional indigenous heritage languages (RIHLs) are also provided.