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Articles are listed in order of publication. This list covers Volumes 1 to 6

Exploring the Professional Role Identity of Novice ESL Teachers through Reflective Practice Thomas S. C. Farrell 1;1, 5-18

Listening to Lectures: Thinking Smaller Ronald Carter, Ron Martinez, Svenja Adolphs & Catherine Smith 1;1, 19-32

Teaching Pragmatics in the Second Language Classroom Andrew D. Cohen 1;1, 33-49

Employing Pragmatic Stylistics: A Case Study of Students’ Online Discussions Paola Trimarco 1;1, 51-63

Memories of Former EFL Teachers as Discursively Constructed Paula Kalaja, & Anna-Mari Keski-Heiska 1;1, 65-79

From Individual Differences to Common Patterns in the Use of Vocabulary Learning Strategies Višnja Pavicic Takac 1;1, 81-96

The Impact of Extensive Reading on Reluctant Japanese EFL Learners Atsuko Takase 1;1, 97-113

CLIL Programmes in Australia: Multilingual Schooling Contexts Simone Smala 1;1, 115-127

Modification of Adjectives in Very Advanced Dutch EFL Writing: A Development Study Pieter de Haan & Monique van der Haagen 1;1, 129-142

Disciplinary Culture and Variation in the Use of Research and Discourse Nouns María José Luzón 1;1, 143-159

Critical Narratives for Teaching Pragmatics: Application to Teacher Education Noriko Ishihara 1;2, 5-17

Stereotypes in Foreign Language Learning and Teaching Marek Krawiec 1;2, 19-31

“And Everything is Polish…”: Narrative Experiences of New Migrants Sebastian M. Rasinger 1;2, 33-49

Scaffolding Academic Language and Literacy with School-aged English Language Learners Pauline Gibbons 1;2, 51-64

Teacher Roles in EIL Willy Ardian Renandya 1;2, 65-80

A Survey of Opinions of English Language Lecturers on the Use of Action Research Zahra Shirian Dastjerdi & Maya Khemlani David 1;2, 81-102

Do Anxiety Levels Decrease as Exposure to the Second Language Increases? Juan de Dios Martínez Agudo 1;2, 103-116

Explicit and Implicit Learning in the L2 Classroom: What does the Research Suggest? Ronald P. Leow 1;2, 117-129

Investigating Enactments of a Focus on Language in CLIL Classrooms Do Coyle 1;2, 131-153

Teaching Phonics to Chinese L1 Primary EFL Pupils: Problems and a Proposed Solution Yu-Lin Cheng 1;2, 155-163

Insights into Young Learners’ Metacognitive Awareness about Listening Christine C. M. Goh & Kiren Kaur 2;1, 5-26

L2 Listening Instruction: Comparing and Examining Strategies and Bottom-up Skills Approaches Michael Yeldham 2;1, 27-46

Factors Affecting Incidental L2 Vocabulary Acquisition through Authentic Text Reading: A Study of Indonesian EFL Learners Christina Gitsaki & Boniesta Zulandha Melani 2;1, 47-68

Literature in the EFL Classroom: A Social Constructivist Perspective Andrzej Cirocki 2;1, 69-88

The SSI Model: Categorization of Digital Games in EFL Studies Pia Sundqvist 2;1, 89-104

Authoring Professional Identities: Perspectives on Pre-service ELT Teacher Education in a Turkish Context Özlem Etuş 2;1, 105-118

Reflecting Professional Identity: An International Jointly-run Blended Course to Train Future Language Teachers Dagmar Abendroth-Timmer & Jose I. Aguilar Río 2;1, 119-134

Becoming English Teachers in China: Identities at the Crossroads Alice Chik 2;1, 135-146

How I Really Learnt English? – Taking a “Microscopic” Look at Key Language Learning Experiences of Two EFL Student Teachers from Berlin and Istanbul Katrin Schultze 2;1, 147-163

English in the 21st-century Workforce: Surveying Language Use in International Plurilingual Organizations Ryan M. Damerow, Courtney A. Pahl & Kathleen M. Bailey 2;1, 165-185

What Should Teachers Do about Learner Errors? Younghee Sheen & Sung Kyun 2;2, 5-27

Defining Successful Spoken Language at B2 Level: Findings from a Corpus of Learner Test Data Christian Jones, Daniel Waller & Patrycja Golebiewska 2;2, 29-45

Gender Differences in the Use of Vocabulary Learning Strategies and Self-efficacy Beliefs Sasan Baleghizadeh & Amir Kardoust 2;2, 47-66

High-achieving Learners in Armenia: Results of the 2011 English National Olympiad Irshat Madyarov & Gayane Tadevosyan 2;2, 67-79

The Course Book and Reality: A Corpus Analysis of Limitations in Learner Input Phillip Martin 2;2, 81-97

What Happens in Silence? Australian University Students Learning Foreign Languages Dat Bao 2;2, 99-115

EFL Writing Teacher Training, Beliefs and Practices in Romania: A Tale of Adaptation Estela Ene & Alexandra Mitrea 2;2, 117-137

Task-approaches Revisited: New Orientations, New Perspectives Wolfgang Hallet & Michael K. Legutke 2;2, 139-158

Scientific Corpus Analysis to Investigate Mistake Patterns for Subsequent Pedagogical Application Fabiola Barraclough & Alicia Donnellan 2;2, 159-180

Exploring Intercultural Competence in the Language Classroom: Foundations for Successful Practice Darla K. Deardorff  2;2, 181-192

Learners’ Anxiety in L2 Interaction: Video, Chat or Face-to-face? Iñigo Yanguas & Gabriela Navarro 3;1, 5-22

E-learning and New Digital Literacies: Teachers’ Perceptions of the Changing Role of Writing in EFL Contexts Nadia Marzocco & Paola Trimarco 3;1, 23-38

Dialogue Journals, Imagination and Narrative in the ESL/EFL Writing Classroom Holbrook Mahn  3;1, 39-54

Conducting Verbal Reports to Study Chinese-speaking English Learners’ Listening: The Use of Prompts Michael Yeldham & Rainbow Tsai-hung Chen 3;1, 55-74

Planned Pre-emptive vs. Delayed Reactive FonF: EFL Learners’ Oral Fluency and Coherence Vahid Panahzade & Javad Gholami 3;1, 75-91

When does Assonance Make L2 Lexical Phrases Memorable? Frank Boers, Seth Lindstromberg & June Eyckmans 3;1, 93-107

Assessing Assumptions of Classroom-Situated Oral Error Feedback Research Douglas Paul Margolis  3;1, 109-129

EFL Students’ Attitudes towards Classroom Activities: A Survey in Vietnam Le Van Canh 3;1, 131-149

Exploring Tensions in the Mediated Activity of Teaching L2 Adult Emergent Readers Raichle Farrelly  3;1, 151-166

Evaluation of the Revised Hierarchical Model in Persian-English Bilinguals Elahe Kamari 3;1, 167-181

How do Teachers Use Creativity in their Teaching? Chaz Pugliese 3;2, 5-12

Is this the Start of a Feedback Revolution? How Technology Could Change the Way we Provide Feedback Russell Stannard 3;2, 13-25

Reflections on Breaking Rules John F. Fanselow 3;2, 27-45

Demand-high Teaching Jim Scrivener 3;2, 47-58

Training for the Unpredictable Adrian Underhill 3;2, 59-69

Materials Writing Principles and Processes: What Can we Learn for Teacher Development? Jill Hadfield 3;2, 71-88

Teacher Growth through Materials Development Brian Tomlinson 3;2, 89-106

We Are What we Read: Personal Reading Histories and the Shaping of the Teacher Jane Spiro 3;2, 107-125

Ways of Working with Teachers Tessa Woodward 3;2, 127-141

Practice and Research-based Theory in English Teacher Development Penny Ur 3;2, 143-155

ESL Students’ Perceptions of Written Corrective Feedback: What Type of Feedback do they Prefer and Why? Khaled Karim & Hossein Nassaji 4;1, 5-25

Teacher Education, Experience and Gender: Impact on Amount and Type of Error Correction Moves Majid Nikouee & Ali Derakhshesh 4;1, 27-43

Assessment for Learning: The Impact of Student-Generated Tests and Conferencing on EFL Students’ Grammar Learning Sasan Baleghizadeh & Zahra Zarghami 4;1, 45-65

Beliefs about L2 Grammar Teaching and Learning: Evidence from Spanish EFL Student Teachers Juan de Dios Martínez Agudo  4;1, 67-82

Uncovering Teachers’ Beliefs about Intercultural Language Teaching: An Example from Vietnam Le Van Canh 4;1, 83-103

Digital Media in the EFL Classroom: A German Case Study on Possibilities and Actual Use Hendrik Nelges 4;1, 105-127

The Visual Advantage of the Graphic Novel Norman Fewell & George MacLean 4;1, 129-142

Partial-Text Captioned Video: Its Efficacy and the Partial Text Selection Process Kevin Rooney  4;1, 143-159

Principles and Strategies Employed by Teachers to Empower Language Learning in Primary School CLIL Settings Maria Xanthou 4;1, 161-188

A Cross-sectional Study of Iranian University EFL Learners’ Compliment Response Behaviour Seyyed Hatam Tamimi Sa’d 4;1, 189-209

Using the Course Book: A Teacher’s Perspective Penny Ur 4;2, 5-17

Revising Listening Materials: What Remains, What is Changed and Why Denise Santos 4;2, 19-36

Flexibility in Second Language Materials Dat Bao 4;2, 37-52

Developing Speaking Skills: How Are Current Theoretical and Methodological Approaches Represented in Course Books? Julie Norton  4;2, 53-72

Striking a Balance: Cultural Conflicts or Cultural Adaptation Xiao Lan Curdt-Christiansen 4;2, 73-92

Exploring Adaptations of Materials and Methods: A Case from Singapore Jason Loh & Willy A. Renandya 4;2, 93-111

“Anything Goes” in Task-based Language Teaching Materials? – The Need for Principled Materials Evaluation, Adaptation and Development Hitomi Masuhara 4;2, 113-127

A New Classroom Emerging: What Role for Materials? Jayakaran Mukundan & Isolde Hon Pei Sha 4;2, 129-140

A Legitimate but Restricted Place: Exploring the Role of the Course Book in ESP Marie McCullagh  4;2, 141-153

The Development of a Distance MA for Teachers of English to Young Learners: A Personal Reflection on One Programme’s Ethos, Creation and Twenty Year History Annie Hughes 4;2, 155-179

Exploratory Study of Pre-service Teachers’ Reflective Practices in Microteaching Ng Chiew Hong 5;1, 5-25

English Language Teaching in the Periphery: A Users’ Perspective Hayat Khatib 5;1, 26-53

Instruction of Metacognitive Listening Strategies through Audio and Video Texts Abbas Ali Rezaee, Seyed Mohammad Alavi & Majid Nematpour 5;1, 55-94

Supporting Teachers in EAL Classrooms: Working towards the Centralised Provision of Subject-specific, EAL-tailored Resources for Primary Classrooms Oksana Afitska & John Clegg 5;1, 95-108

Shedding the Shackles of Examination-dictated English Learning: Taiwanese University Entrants’ Blogging Experiences Rainbow Tsai-hung Chen 5;1, 109-129

Integrative Motivation and Globalisation: South Korean EFL Learners’ Attitudes towards Anglophone Culture and Global Identity Thomas Thwaite 5;1, 131-151

EFL Writers’ Negotiation of Identity in Argumentative Writing Shiva Kaivanpanah 5;1, 153-169

Employing Acceptability Judgement Tasks to Assess Pragmatic Awareness Majid Nemati, Abbas Ali Rezaee & Mohammad Mahdi 5;1, 171-192

Development of a Questionnaire to investigate FL Teachers’ Promotion of Language Learning Strategies Angeliki Psaltou-Joycey, Efthymia Penderi & Zoe Gavriilidou 5;1, 193-211

Combining Screencast and Written Feedback to Improve the Assignment Writing of TESOL Taught Master’s Students Bill Soden 5;1, 213-236

Factors Influencing Listener Ratings of EFL Student Pronunciation Douglas Margolis 5;2, 5-29

Approaches to L2 Listening Instruction Michael Yeldham 5;2, 31-42

Extensive Listening and Viewing: The Benefits of Audiobooks and Television Michael P. H. Rodgers 5;2, 43-57

Podcasts and Autonomous L2 Listening: Pedagogical Insights and Research Direction Jeremy Cross 5;2, 59-72

Teaching Listening in Mixed-ability Classes Le Van Canh & Willy A. Renandya 5;2, 73-82

Teaching Spoken Stance Markers: A Comparison of Receptive and Productive Practice Christian Jones 5;2, 83-100

Changes, Causes and Consequences of English Speaking Anxiety: A Cohort Study with Chinese University EFL Learners Meihua Liu 5;2, 101-119

Critical Thinking-based Instructional Strategies for Second Language Learners in Oral Communication Classrooms Gary Rybold 5;2, 121-146

Confronting Native Speakerism in the ELT Classroom: Practical Awareness-Raising Activities Marek Kiczkowiak 6;1, 5-26

Learners’ Drawing as Connected with Writing: Implications for ELT Pedagogy and Materials Design Dat Bao 6;1, 27-47

The Relationship between Willingness to Communicate and Perfectionism among Iranian EFL Students Davood Borzabadi Farahani, Susan Baleghizadeh & Payam Khaledian 6;1, 49-68

Exploring Arab EFL Learners’ Production of Weak-form Words Safi Eldeen 6;1, 69-89

Validation of the C-test among Japanese Learners of English as a Foreign Language Minami Kiya & Akihiro Ito 6;1, 91-110

Teacher Classroom Anxiety: A Case Study of Immigrant In-service Teachers of English in East Asia Katherine Halet & Hugo Santiago Sanchez 6;1, 111-125

Approaches to Needs Analysis in ESP Curriculum Development Handoyo Puji Widodo 6;1, 127-146

A Slow (R)evolution: Developing a Sustainable EGAP Course Averil Bolster & Peter Levrai 6;1, 147-165

TESOL Master’s Dissertation Writing in Vietnam: Problems and Genre-based Remedial Suggestions Nguyen Thi Thuy Loan 6;1, 167-188

Blended Learning, TESOL Teacher Preparation and Quality Assessment: Are they Compatible? Anna Filipi 6;1, 189-212

Reflective Practice for Professional Development of TESOL Practitioners Andrzej Cirocki & Thomas S. C. Farrell 6;2, 5-23

Reflective Inquiry in TESOL: Teacher-Scholars Engaging in Critical Friendship Sarah Henderson Lee, Kristene McClure, Shannon Tanghe & Gloria Park 6;2, 25-40

Collaborative Inquiry in the LESLLA Context: Reflecting on Self to Make Sense of Practice Raichle Farrelly 6;2, 41-63

Supervisor Reflection for Teacher Education: Video-based Inquiry as Model Laura Baecher & John Beaumont 6;2, 65-83

PENSER: A Data-informed Reflective Practice Framework for Novice Teachers Fiona Farr & Angela Farrell 6;2, 85-103

Reflective Practice in Action in the United Arab Emirates Cherine Sinno & Cindy Gunn 6;2, 105-121

Collaborative and Dialogic Reflection in Second-Language Teacher Education Floricely Dzay-Chulim & Steve Mann 6;2, 123-144

Engaging Student Teachers in Reflection through Microteaching and Interaction Helen Donaghue & Alice Oxholm 6;2, 145-163

Developing a Reflective Disposition in TESOL Mark Brooke 6;2, 165-182

Becoming a “Real” Teacher: A Case Study of Professional Development in Eikaiwa Daniel Hooper & Bill Snyder 6;2, 183-201

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