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Feature Article: Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English
The stronger peers’ dominance in the discussion process was taken for granted, suggesting that learning took place in a mutually beneficial and constructive manner and that student teachers’ willingness to cooperate and readiness to express themselves were indicative of their intention to maintain group cohesion and dynamics. These, in turn, are necessary prerequisites for student teachers to become collaborative and reflective practitioners.
Read MoreCall for papers: Technology in the teaching and assessment of writing
The teaching and assessment of writing is considered one of the most demanding tasks for the language teacher. Technology has played a significant role in facilitating these tasks, for example through the use of electronic dictionaries, automated writing evaluation, the use of corpora and numerous innovations over the last four decades. However, more recent technological developments have not been investigated for their affordances to the field of writing instruction to the same degree. For example, whereas the potential befits of mobile technologies, digital gaming, learning analytics and digital storytelling (to name only a few) have been widely documented for other domains, the same cannot be said for the teaching and assessment of writing. This special issue thus calls for papers that will fill this gap.
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The pedagogical efficacy of ESP courses for Iranian students of engineering from students’ and instructors’ perspectives
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Comparative study of the effect of face-to-face and computer mediated conversation modalities on student engagement: speaking skill in focus
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Using inquiry-based writing instruction to develop students’ academic writing skills
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25 years on, the written error correction debate continues: an interview with John Truscott
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Student engagement and foreign language learning through online social networks
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EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China
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Pragmatic functions of emoji in internet-based communication---a corpus-based study
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An investigation of cross-linguistic transfer between Chinese and English: a meta-analysis
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The effectiveness of the intercultural language communicative teaching model for EFL learners
Aims and scope
Asian-Pacific Journal of Second and Foreign Language Education is an interdisciplinary journal of second and foreign language education studies, a peer-reviewed journal of international scope. It provides a forum for high-quality linguistic and experimental research on topics which investigate applied linguistic theories,second and foreign language learning and teaching. It offers new insights not only into applied linguistics but also into a wide variety of second and foreign language education phenomena. The disciplines covered include applied linguistics, educational linguistics, second language acquisition, foreign language learning and teaching, etc.
The journal welcomes authoritative, innovative applied linguistic scholarship from all viewpoints and practices, centered on topics such as:
- applied linguistics and educational linguistics
- current approaches to second and foreign language education: topics such as task-based instruction, content-based instruction, big-data-based instruction, and professional communication
- second and foreign language learning: topics such as motivation, process and mechanism of learning, language aptitude, learning styles and strategies, learning approaches and skills, language transfer, interlanguage, neurobiology of language learning
- second and foreign language teaching: topics such as teaching methodology, skills for teachers, teacher education, teacher cognition, teacher preparation and professional development, second language assessment, bilingual education
- course and syllabus design
- language planning and policy
- the role of technology in second and foreign language education
Annual Journal Metrics
This journal is indexed by
- Emerging Sources Citation Index
- Scopus
- Google Scholar
- DOAJ
- EBSCO Discovery Service
- EBSCO TOC Premier
- EBSCO Education Source
- ERIC
- OCLC WorldCat Discovery Service
- ProQuest-ExLibris Summon
- ISSN: 2363-5169 (electronic)