The goal-over-source asymmetry in Thai and Korean by Kultida Khammee, Seongha Rhee

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A journey from darkness to dawn: Metaphoric variation in depression recovery stories posted on Chinese Wechat subscription accounts by Lin Lin, Rui Zhou, Jia-jia Wang

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The effect of interventionist dynamic assessment on Iranian EFL learners’ vocabulary learning and retention: a sociocultural inquiry by Malihe YarAhmadi, Hossein Kargar Behbahani

“…This study investigated the potential of the interventionist approach to DA in facilitating vocabulary learning and retention among Iranian English-as-a-Foreign-Language (EFL) learners. To this end, adopting a quantitative quasi-experimental pretest–posttest-delayed posttest control group design, 80 pre-intermediate learners from two intact classes from a university in South Iran were randomly divided into two conditions: an experimental group (EG), which received DA-based treatment with appropriate scaffolding and zone of proximal development (ZPD)-sensitive instruction; and a control group (CG), which, in contrast to the EG, received traditional vocabulary instruction with the teacher merely providing direct translation of the target vocabulary. …”
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EXPERIENCED VS NOVICE EFL TEACHERS: A STUDY OF SPEAKING ASSESSMENT LITERACY by Cansu Aykut Kolay, Büşra Ulu

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Être étranger dans 'La Nouvelle Héloïse' by Nathalie Ferrand

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EXPLORING THE RHETORICAL STRUCTURES IN UNDERGRADUATE THESIS INTRODUCTIONS: A GENRE ANALYSIS by Muhammad Haris Mustaqim, Rizka Sylvia

“…These results aim to provide valuable insights for academic writing pedagogy, particularly for English as a Foreign Language (EFL) instructors, in helping students develop effective thesis introductions. …”
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Learning How to Use Input-Based and Output-Based Form-Focused Instruction: A Meta-Analytic Comparison of Korean and Persian EFL Learners by Andrew Schenck

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Unpacking Meaningful Grammar Feedback: An Analysis of EFL Student Teachers’ Feedback Preferences and Learning Moments by Michel Cabot

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THE USE OF TRANSLANGUAGING AS A PEDAGOGICAL STRATEGY IN EFL CLASSROOM: A CASE STUDY AT BULUKUMBA REGENCY by Rahmawansyah Bin Sahib

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Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory by Mark Feng Teng

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Investigating EFL oral production in a technology mediated TBLT context by Albarqi Ghadah

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A microanalysis study of EFL teacher self-regulation in COVID-19 emergency remote teaching by Dong Li

“…Teacher self-regulation is under-studied yet important especially for teachers of English as a foreign language (EFL) who need to conduct remote teaching over the internet due to COVID-19, known as emergency remote teaching (ERT). …”
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Cosmopolitanism, Mobility and Hybridity in Shakespeare's Antony and Cleopatra by Gül Kurtuluş

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MAIN PRINCIPLES FOR DEVELOPING READING SKILLS IN ESL/FL CLASSROOMS by Nani Hizriani

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USING METACOGNITIVE STRATEGIES IN TEACHING LISTENING TO EXPLANATION TEXT by hidayah nor

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Integrated Skills Approach in Teaching EFL Writing and Speaking as Productive Skills: A Case Study in Indonesian Context by Melawati Dewi, Ahmad Bukhori Muslim

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Cheshm ‘eye’ Expressions in Persian: A Different Perspective by Muhammad Salehi

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Phonological Processes in Ekegusii Borrowing: A Constraint-based Approach by Edinah Mose

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The Journey of Adoption and Adaptation: A Reading of The Tight Game, Sola Owonibi’s Translation of Akinwumi Isola’s Ó Le Kú by Gifty Akua Nyarko, Rita Ndonibi

“…One school of thought represented by Wali and Ngugi see it as absurd to refer as ‘African’, a literary work whose medium of expression is English (a foreign language). They argue that for any literary work to be truly “African”, it has to be written in an African indigenous language. …”
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Мотивация как стимулирующий фактор в изучении иностранных языков взрослыми учащимися by Asta Balčiūnaitienė, Jovita Daukšytė, Larisa Voronova

“…Dis paper presents a research carried out in 2012 by Vytautas Magnus University lecturers. Its aim was to determine the factors that motivate adult learners to study foreign languages in the extra-mural studies at Vytautas Magnus University as well as in English and Russian language courses for the general public at the university. …”
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