Updated January 14, 2021

November 2020-January 2021 updates from ORE:

2021

Amin, M.Y.M., & Agila, N.S. (2021). A comparative study on teachers’ beliefs about code-switchingApplied Linguistics Research Journal, 5(1), 68-75. Keywords: teachers’ beliefs, code-switching, using L1, Libya, Iraqi Kurdistan.

Ibatova, A., & Gromova, A. (2021). Intercultural features of non-verbal means of communication used in Internet communicationApplied Linguistics Research Journal, 5(1), 101-108. Keywords: non-verbal communication, Internet, communication, emoji, nationality, means, information.

2020

Bakırcı, D. & Özbay, A. Ş. (2020). Investigating EFL speakers’ gratitude strategies: Interlanguage pragmatics. Journal of Language and Linguistic Studies, 16(4), 1698-1721. Keywords: gratitude, EFL, tertiary, speech act of thanking, thanking strategies.

Ben Hedia, N. (2020). Transfer in written English discourse: The influence of Arabic and French on Tunisian EFL students’ argumentative textsArab Journal Of Applied Linguistics, 5(2), 1-31. Keywords: contrastive rhetoric, cross linguistic transfer, metacognitive knowledge, writing proficiency, rhetoric, multilingual writers.

Bergh, G., & Ohlander, S. (2020). From national to global obsession: Football and football English in the superdiverse 21st centuryNordic Journal of English Studies, 19(5), 359–383. Keywords: football, football English, media expansion, imagined communities, superdiversity, integration.

Gedik Bal, N. (2020). Students’ and instructors’ evaluation of a foreign language textbook from an intercultural perspective. Journal of Language and Linguistic Studies, 16(4), 2023-2038. Keywords: culture and language, intercultural competence, textbook evaluation, foreign language learning, English as an international language.

Hagley, E. (2020). Effects of virtual exchange in the EFL classroom on students’ cultural and intercultural sensitivity. CALL-EJ, 21(3),74-87. Keywords: virtual exchange, intercultural sensitivity, intercultural competence, EFL.

Krulatz, A., & Dixon, T. (2020). The use of refusal strategies in interlanguage speech act performance of Korean and Norwegian users of English. Studies in Second Language Learning and Teaching, 10 (4), 751-777. Keywords: interlanguage pragmatics, refusals, English, Korean, Norwegian, multilinguals.

Mai, T.T.P., Wiest, G., & Nguyen, N.D. (2020). Asynchronous video-based discussion for the enhancement of intercultural competence among Vietnamese non-English majors. CALL-EJ, 21(3), 159-174. Keywords: intercultural competence, intercultural exchange, virtual exchange, telecollaboration, Flipgrid.

Martín Tévar, J. (2020). Perceptions of world English varieties by Chinese EFL students: Effects of average ethnic faces and speaker genderInternational Journal of English Studies20(3), 29-56. Keywords: accent perceptions, world English varieties, gender effects, visual prime effects.

Masagnay, J.M.A. (2020). Code-switching in hugot lines in Philippine movies. Asian Journal of English Language Studies, 8, 57-82. Keywords: code-switching, code-switching motivations, conversational functions, hugot lines, Philippine movies, syntactic structures.

Mendoza, H.B. (2020). An investigation of Filipino ESL learners’ language stereotypes toward Philippine lectal speakers using a matched guise test. Asian Journal of English Language Studies, 8, 1-21. Keywords: ESL learners, language stereotypes, lectal speakers, speaker evaluation.

Nguyen, N.D., Liwan, V.B., & Mai, T.T.P. (2020). Facilitating cultural exchange and fostering 21st century skills using Skype in the classroom. CALL-EJ, 21(3), 88-104. Keywords: virtual exchange, cultural exchange, 21st-century skills, Skype in the classroom, educational technology.

Paakki, H. (2020). Normativity in English oral production in Finland and JapanApples – Journal of Applied Language Studies14(2), 23-45. Keywords: adult second language learning, language ideologies, sociolinguistics, oral proficiency.

Perry, S. (2020). The negotiation of transnational identities and being a ‘nonnative’ English-speaking teacher abroad. Asian Journal of English Language Studies, 8, 111-126. Keywords: China, language repertoires, nonnative English-speaking teachers (NNESTs), the Philippines, transnational identity.

Sajib, M.N.F. (2020). Code-switching in advertisement posters: A sociolinguistic analysis. BELTA Journal, 4(1), 44-57. Keywords: code-switching, advertisement language choice, dominance of English, sociolinguistics.

Tan, X. (2020). Multilingual and multimodal literacy beyond school: A case study of an adult vlogger in China. Journal of Asia TEFL, 17(4), 1252-1265. Keywords: multilingual, multimodal literacy, vlog, English as a foreign language. Note: Article link is to journal homepage. Article can be downloaded from Issue 4, Volume 17.

Yeung, M. (2020). The use of English as a medium of instruction in higher education in post-colonial Hong Kong – Perceived realities and issues. Taiwan Journal of TESOL, 17(2), 39-64. Keywords: medium of instruction, ESL, higher education, Hong Kong.

Previous Entries

2020

Ahn, S., Kim, M.-J., & Lee, J-Y. (2020). Beyond the NS/NNS dichotomy: Exploring the potential of translanguaging in CPP practice by Korean EFL teachers. The Journal of Asia TEFL, 17(2), 540-561. Keywords: NS/NNS dichotomy, Korean EFL teachers, critical performative pedagogy, translanguaging.

Ait-Bouzid, H. (2020). Exploring global citizenship as a cross-curricular theme in Moroccan ELT textbooks. Eurasian Journal of Applied Linguistics6(2), 229-242. Keywords: ELT, global citizenship, Moroccan high school, SBA, textbook evaluation.

Aoyama, R. (2020). Exploring Japanese high school students’ L1 use in translanguaging in the communicative EFL classroom. TESL-EJ, 23(4), 1-18.

Avara, H., Mascitelli, B., & Bryant, C. (2020). Teaching languages in a multicultural setting: Perspectives of a unique cohort of language teachers – at the Victorian School of Languages. Journal of Language and Linguistic Studies, 16(3), 1480-1499. Keywords: multiculturalism, language education, Australia, multilingualism.

Bailey, A., & Gruber, A. (2020). Challenges and other feedback: Integrating intercultural learning in the Digital AgeThe EuroCALL Review, 28(1), 3-14. Keywords: virtual exchange, plurilingual and pluricultural competence, intercultural communication, English as an international language (EIL), foreign language learning, NNS-NNS interaction.

Balman, R. P., & Lee, S. (2020). Making requests to professors in emails: An examination of request modifications performed by Indonesian students in Japan. Journal of Language and Linguistic Studies, 16(3), 1237-1250. Keywords: e-mail, intercultural communication, request modifications, pragmatic, Indonesians.

Bernal Pinzón, A. N. (2020). Authentic materials and tasks as mediators to develop EFL students’ intercultural competence. HOW, 27(1), 29-46. Keywords: authentic materials, authentic tasks, cultural content, intercultural competence.

Bondarenko, O. R. (2020). Russian accent in English written discourseIAFOR Journal of Education: Language Learning in Education8(1), 29-46. Keywords: Russian accent, Russian English discoursal variations, World Englishes, discourse analysis, pragmatic dissonance.

Bravo-Sotelo, K. P. (2020). Exploring the Tagalog-English code-switching types used for mathematics classroom instructionIAFOR Journal of Education: Language Learning in Education8(1), 47-64. Keywords: Tagalog-English code-switching, code-switching types, intrasentential code-switching, tertiary level, math teachers.

Chan, H., & Choi, T.-H. (2020). Language-in-education policy formation through a consultation-based system: The case of multilingual curricula in Cambodian universities. The Journal of Asia TEFL, 17(2), 463-478. Keywords: Language-in-education policy (LEP), consultative policy formation, tertiary education, multilingual curriculum, Cambodia.

Douglas, S. (2020). Counterfactual understandings: What Japanese undergraduate students wish they had known before a short-term study abroad experience. TESL-EJ, 23(4), 1-19. Keywords: short-term study abroad, content-based instruction; English language learning, pre-departure preparations.

Endarto, I. (2020). A corpus-based lexical analysis of Indonesian English as a new varietyIndonesian Journal of Applied Linguistics, 10(1), 95-106. Keywords: ELF, corpus, global English, Indonesian English, world Englishes.

Erdem Mete, D. (2020). Fostering critical thinking skills in ELT through video-based reflection. Journal of Language and Linguistic Studies, 16(1), 104-125. Keywords: autobiography of intercultural encounters through visual media (AIEVM), English language teaching (ELT), video-based reflection, critical thinking skills, writing.

Fang, F., Chen, R., & Elyas, T. (2020). An investigation of the relationship between global perspective and willingness to communicate in English in a Chinese university contextJournal of Language and Education6(1), 39-54. Keywords: English as a global language, English as a medium of instruction, English learning, English language teaching, global perspective, willingness to communicate in English.

Fuchs, C. (2020). “Soy estudiante de ingles :)” – A telecollaborative approach to intercultural and ethnographic engagement in a Hong Kong university courseThe JALT CALL Journal, 16(1), 3-27. Keywords: telecollaboration, virtual exchange, social media, intercultural, ethnographic.

Gedik Bal, N., & Savas, P. (2020). Intercultural competence in the eyes of state school English language teachers in TurkeyJournal of Language and Education6(2), 56-75. Keywords: English as a foreign language, intercultural competence, interculturally competent language learner, intercultural education, cultural awareness.

Giyoto, G., Novianni, A., Elen, I., & Luthfie, A., P. (2020). How does “To what gender and status one talks” govern the speaker’s strategy in keeping on their conversation? Journal of Language and Linguistic Studies, 16(1), 166-184. Keywords: to what gender and status, control, conversation, strategy, materialize, power.

Hagley, E. (2020). Effects of virtual exchange in the EFL classroom on students’ cultural and intercultural sensitivity. CALL-EJ, 21(3), 74-87. Keywords: virtual exchange, intercultural sensitivity, intercultural competence, EFL.

Henao, E., Gómez, J., & Murcia, J. (2020). Intercultural awareness and its misrepresentation in textbooksColombian Applied Linguistics Journal21(2). Keywords: English teaching, intercultural awareness, culture, language policies, intercultural communicative competence.

Holi, A. I., Alwashahi, Q., & Alhassan, A. (2020). Unpacking the challenges and accommodation strategies of Omani English-major students on IELTS Academic Reading tests. Journal of Language and Linguistic Studies, 16(3), 1621-1636. Keywords: accommodation strategies, challenges, experiences, English-major Omani students, IELTS Academic Reading tests.

Idris, M. (2020). Assessing intercultural competence (IC) of state junior high school English teachers in Yogyakarta. Indonesian Journal of Applied Linguistics, 9(3), 628-636. Keywords: assessment; English teachers, intercultural competence.

Ikeda, R. (2020). Learning outcomes and self-perceived changes among Japanese university students studying English in the Philippines. TESL-EJ, 23(4), 1-12.

Isariyawat, C., Yenphech, C., & Intanoo, K. (2020). The role of literature and literary texts in an EFL context: cultural awareness and language skills. Journal of Language and Linguistic Studies, 16(3), 1320-1333. Keywords: cultural awareness, language skills, literary texts, personal reflection, teaching English.

Jhaiyanuntana, A., & Nomnian, S. (2020). Intercultural communication challenges and strategies for the Thai undergraduate hotel interns. PASAA, (59), 204-235. Keywords: internship, intercultural communicative competence (ICC), intercultural communication challenges, communicative strategies, hospitality industry.

Kaowiwattanakul, S. (2020). Role of transformative learning in developing global mindedness in an EFL literature studies context. The Journal of Asia TEFL, 17(2), 508-522. Keywords: transformative learning, global mindedness, EFL learners, literature classroom.

Kasimi, Y. (2020). Democracy in EFL classrooms. Journal of Language and Linguistic Studies, 16(1), 126-136. Keywords: democracy, democratic citizenship, attitudes, EFL, EFL classrooms.

Kemaloglu-Er, E., & Özata, H. (2020). Codeswitching in group work in EFL classes. Journal of Language and Linguistic Studies, 16(3), 1443-1457. Keywords: codeswitching, codeswitching in group work, codeswitching in EFL classes, group work; reasons for codeswitching.

Kızıltan, N., & Ayar, Z. (2020). The impact of English classics on increasing learners’ motivation and cultural awareness: A case in Turkish EFL classes. Journal of Language and Linguistic Studies, 16(1), 280-289. Keywords: cartoons, motivation, culture, attitude.

Köksal, O. (2020). Investigation of cultural competence development processes of English translation and interpretation department students. Journal of Language and Linguistic Studies, 16(2), 1070-1083. Keywords: translation and interpretation, cultural competence, translation training, English.

Kural, F. (2020). Long term effects of intercultural competence development training for study-abroad adjustment and global communication. Journal of Language and Linguistic Studies, 16(2), 948-958. Keywords: intercultural competence, English as a lingua franca (ELF), intercultural sensitivity, global citizenship.

Lan, W., & Lam, R. (2020). Exploring an EFL teacher’s beliefs and practices in teaching topical debates in mainland China. Iranian Journal of Language Teaching Research, 8(1), 25-44. Keywords: critical thinking, reflective practices, teacher beliefs, teacher practices, teaching topical debates.

Li, L. (2020). Novice teachers’ discursive construction of their identity: Insights from foreign language classroomsIranian Journal of Language Teaching Research, 8(3), 57-76. Keywords: teacher identity, novice-teachers, conversation analysis, practical pedagogical knowledge, language-related identity.

Li, Y., & Wang, L. (2020). Chinese teachers’ perception of how TESOL differs from teaching EAPIndonesian Journal of Applied Linguistics, 10(2), 562-570. Keywords: EAP, EAP teacher development, pedagogical transition, TESOL.

Lin, S. (2020). Coherent and paradoxical professional identities of a Taiwanese English teacher in Japan. Taiwan Journal of TESOL, 17(1), 35-56. Keywords: teacher professional identity, self-study, TESOL.

Lu, H., & Buripakdi, A. (2020). Effects of global Englishes-informed pedagogy in raising Chinese university students’ global Englishes awareness. PASAA, 60, 97-133. Keywords: global Englishes-informed pedagogy, English as a global language, global Englishes awareness, ELT.

Mai, T.T.P., Wiest, G., & Nguyen, N.D. (2020). Asynchronous video-based discussion for the enhancement of intercultural competence among Vietnamese non-English majors. CALL-EJ, 21(3), 159-174. Keywords: intercultural competence, intercultural exchange, virtual exchange, telecollaboration, Flipgrid.

Malmir, A. Derakhshan, A. (2020). The socio-pragmatic, lexico-grammatical, and cognitive strategies in L2 pragmatic comprehension: The case of Iranian male vs. female EFL learners. Iranian Journal of Language Teaching Research, 8(1), 1-23. Keywords: cognitive strategies, lexico-grammatical strategies, pragmatic comprehension, socio-pragmatic strategies, verbal think-aloud protocols.

Morganna, R., Sumardi, S., & Tarjana, S. (2020). Tertiary English students’ attitude towards intercultural language learningIndonesian Journal of Applied Linguistics, 9(3), 657-665. Keywords: Attitude, intercultural language learning, tertiary English students.

Mussa, S., & Fente, G. (2020). The appropriateness of literary texts in teaching reading skills: The case of some selected high schools in Ethiopia. The Reading Matrix, 20(2), 217-230.

Nguyen, N.D., Liwan, V.B., & Mai, T.T.P. (2020). Facilitating cultural exchange and fostering 21st century skills using Skype in the classroom. CALL-EJ, 21(3), 88-104. Keywords: virtual exchange, cultural exchange, 21st-century skills, Skype in the classroom, educational technology.

Nishio, T. & Nakatsugawa, M. (2020). ‘Successful’ participation in intercultural exchange: Tensions in American-Japanese telecollaboration. Language Learning & Technology, 24(1), 154–168. Keywords: technology-mediated communication, learners’ attitudes.

Osatananda, V., & Salarat, P. (2020). The tolerance of English instructors towards the Thai-accented English and grammatical errors. Indonesian Journal of Applied Linguistics, 9(3), 685-694. Keywords: acceptability, comprehensibility, grammatical errors, pronunciation teaching, Thai-accented English.

Oskoz, A. & Gimeno-Sanz, A. (2020). Exploring L2 Learners’ engagement and attitude in an intercultural encounter. Language Learning & Technology, 24(1), 187–208. Keywords: intercultural telecollaborative encounter, appraisal framework, engagement, attitude.

Panzavecchia, M., & Little, S. (2020). The Language of learning: Maltese teachers’ views on bilingual and multilingual primary classroomsE-JournALL, EuroAmerican Journal of Applied Linguistics and Languages, 7(1), 108-123. Keywords: multilingual education, multilingual teaching practices, translanguaging, professional development, initial teacher education.

Pho, H. (2020). ‘Am I gonna understand anybody?!’: International students and their struggles to understand different ‘Englishes’ in an international environment. The Language Scholar, (7), 126-140. Keywords: adaptation and adjustment, student voices and student support, internationalisation in higher education, academic challenges, psychological well-being, language issues.

Pimienta Rosales, V., & Villalobos González, L.M. (2020). Students’ preferences and perspectives towards the use of their mother tongue as a means of instruction and a language learning aid. MEXTESOL Journal, 44(3), 1-8. Keywords: mother tongue, monolingual approach, bilingual approach, interlanguage, positive input.

Poorebrahim, F., Afsharrad, M., & Ghonsooly, B. (2020). Bilingualism, monoliteracy, and third language writing: A case from Turkish-Persian context in IranIndonesian Journal of Applied Linguistics, 10(2), 369-381. Keywords: bilingualism, third language (L3), writing components.

Pouromid, S. (2020). Oiling the epistemic engine in intercultural L2 talk with short tokens of surpriseThe Asian Journal of Applied Linguistics7(1), 130-140. Keywords: epistemic stance, conversation analysis, interactional competence, EFL, Japanese learners of English, Taiwanese learners of English.

Raigón Rodríguez, A., & Larrea-Espinar, Á. (2020). The use of sitcoms for cultural learning in EFL: A workshop for university students. (El uso de las “sitcoms” para el aprendizaje cultural en el aula de idiomas: Un seminario para universitarios.) ELIA: Estudios de Lingüística Inglesa Aplicada, 19, 131-156. Keywords: cultural learning, intercultural competence, big “C”, small “c”, television.

Rajprasit, K. (2020). Critical ‘intercultural awareness’ enhancement: Effects of using asynchronous online discussion with Thai tertiary students. Indonesian Journal of Applied Linguistics, 10(1), 118-131. Keywords: asynchronous online discussion, critical cultural awareness, general English, intercultural awareness, Thai ELT.

Razavi, M., & Gilakjani, A. (2020). The effect of teaching cultural content on intermediate EFL learners’ reading comprehension ability. TEFLIN Journal, 31(2), 302-321. Keywords: cultural content, EFL learners, reading comprehension.

Ruane, C. (2020). A study of Korean ESL learners’ WTC in an L2 environment: An approximate replication of Yashima, Zenuk-Nishide, and Shimizu (2004). TESL-EJ, 23(4), 1-23. Keywords: willingness to communicate, international posture, language learning, overseas L2 learning, language motivation, L2 study abroad.

Salimi, E. A., & Abedi, H. (2020). Trilinguals’ identity synergism through pragmatic skillsJournal of Language and Education6(2), 165-180. Keywords: synergic identity, trilingual learner, pragmatic skill, pragmatic transfer, speech act.

Satar, M. (2020). L1 for social presence in videoconferencing: A social semiotic account. Language Learning & Technology, 24(1), 129–153. Keywords: L1, social presence, videoconferencing, translanguaging.

Sevimel-Sahin, A. (2020). A survey on the intercultural communicative competence of ELT undergraduate studentsEurasian Journal of Applied Linguistics6(2), 141-153. Keywords: communication, culture, English language teaching, intercultural communicative competence, undergraduate student.

Sheridan, R., & Condon, B. (2020). Letting students choose: How culture influences text selection in EFL reading courses. The Journal of Asia TEFL, 17(2), 523-539. Keywords: culturally familiar materials, culturally unfamiliar materials, choice in EFL reading courses, self-selected topics, EFL material development.

Soto-Molina, J. E., & Méndez, P. (2020). Linguistic colonialism in the English language textbooks of multinational publishing houses. HOW, 27(1), 11-28. Keywords: cultural alienation, English as a foreign language, linguistic colonialism, textbooks, teaching of culture.

Suebwongsuwan, W., & Nomnian, S. (2020). Thai hotel undergraduate interns’ awareness and attitudes towards English as a lingua francaIndonesian Journal of Applied Linguistics, 9(3), 704-714. Keywords: English as a lingua franca, hotel undergraduate interns, language attitude, language awareness, varieties of English.

Tekin, S., & Garton, S. (2020). L1 in the primary English classroom: How much, when, how and why? Iranian Journal of Language Teaching Research, 8(3), 77-97. Keywords: L1 use, young learners, primary English, bilingual teaching.

Velasco, E. (2020). Oral nativeness acquisition in English as a second language environments: A case study of planned bilingualism. TESL-EJ, 24(2), 1-24. Keywords: ESL, native English speaker, oral proficiency, planned bilingualism, SLA.

Wang, F. (2020). Chinese international students’ cognitive processes and experiences with online non-academic reading and writing in the United States. The Reading Matrix, 20(1), 127-142.

Winans, M. D. (2020). Email requests: Politeness evaluations by instructors from diverse language backgrounds. Language Learning & Technology, 24(2), 104–118. Keywords: politeness, computer mediated communication (CMC), Cross-cultural pragmatics, interlanguage pragmatics (ILP).

Wu,Y., Hutagalung, D.F., & Chew, F.P. (2020). A comparative study of novice and experienced EFL teachers’ codeswitching in Chinese universities. Journal of Language and Linguistic Studies, 16(3), 1523-1533. Keywords: codeswitching, EFL teachers, experienced, novice, attitude.

Yao, Y., & Du-Babcock, B. (2020). English as a lingua franca in China-based workplace communication: A mixed approach to a comparison of perceived communicative needs. Ibérica, 39, 345-370. Keywords: English as a business lingua franca, communicative needs, culture, needs analysis, intercultural business communication.

Yüzlü, M.Y., & Atay, D. (2020). The effectiveness of L1 use in promoting oral production in L2 across different proficiency levels. Journal of Language and Linguistic Studies, 16(2), 864-882. Keywords: L1 use, oral production in L2, students’ perception of L2.

Zununi Vahed, F. & Soleimani, H. (2020). Metacommunication devices used in a multilingual EFL telecollaboration for secondary school students. Applied Linguistics Research Journal, 4(3), 24–36. Keywords: telecollaboration, meta-communication devices (MCDs), lingua franca, intercultural awareness, secondary students.

2019

Akkakoson, S. (2019). Thai language learners’ sense of English ownership. PASAA, 58, 235-263. Keywords: English as an international lingua franca, appropriation of English, ownership of English, present-day English.

Alghazo, S., & Zidan, M. (2019). Native-speakerism and professional teacher identity in L2 pronunciation learning. Indonesian Journal of Applied Linguistics, 9(1), 241-251. Keywords: Cultural panic, English pronunciation instruction, native-speakerism, NESTs; NNESTs, voicelessness.

Al-Marrani, Y. M., & Suraih, N.S. (2019). Invitation strategies as produced by Yemeni EFL learners. Applied Linguistics Research Journal, 3(2), 15-34. Keywords: invitation, strategies, politeness, direct invitation, indirect invitation.

Andriyanti, E. (2019). Linguistic landscape at Yogyakarta’s senior high schools in multilingual context: Patterns and representation. Indonesian Journal of Applied Linguistics, 9(1), 85-97. Keywords: lingual patterns, linguistic landscape, multilingualism, representation.

Archanjo, R., Barahona, M., & Finardi, K. (2019). Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile. Colombian Applied Linguistics Journal, 21(1), 62-75. Keywords: Brazil, Chile, foreign language teachers, speakers of other languages, teacher identity.

Bayyurt, Y., Kurt, Y., Öztekin, E., Guerra, L., Cavalheiro, L., & Pereira, R. (2019). English language teachers’ awareness of English as a lingua franca in multilingual and multicultural contexts. Eurasian Journal of Applied Linguistics, 5(2), 185-202. Keywords: English as a lingua franca (ELF), ELF-awareness, in-service teacher education, multilingual/multicultural contexts.

Burton, J., & Rajendram, S. (2019). Translanguaging-as-resource: University ESL instructors’ language orientations and attitudes toward translanguagingTESL Canada Journal36(1), 21 – 47.

Çağatay, S. (2019). The pros and cons of English-medium instruction in higher education in an EFL context. Journal of Foreign Language Education and Technology, 4(2), 206-241. Keywords: English-medium instruction, EFL, EAP, advantages, disadvantages.

Kapoyannis, T. (2019). Literacy engagement in multilingual and multicultural learning spaces. TESL Canada Journal, (36)2, 1-25. Keywords: English language learners, ELLs, literacy engagement, multilingualism, vocabulary development, multiliteracies, identity texts, design-based research, DBR.

Carlson, G. (2019). Listening comprehension through culturally familiar contexts: A case study in Japan. PASAA, 58, 39-59. Keywords: listening comprehension, culturally-familiar materials, culturally non-familiar.

Çeçen, S., & Serdar Tülüce, H. (2019). An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English. Journal of Language and Linguistic Studies, 15(1), 123-139. Keywords: world Englishes, teacher education, pre-service teacher attitudes, language attitudes.

Cenni, I. (2019). Multilingualism 2.0: language policies and the use of online translation tools on global platforms. Argentinian Journal of Applied Linguistics, 7(1), 79-92. Keywords: multilingualism online, 2.0 (travel) platforms, 2.0 platform design, online machine translation, multilingual user-generated content.

Ceyhan-Bingöl, Z., & Özkan, Y. (2019). EFL instructors’ perceptions and practices on English as a lingua franca (ELF). Reading Matrix, 19(2), 86-102.

Chan, K. L. R. (2019). Trilingual code-switching in Hong Kong. Applied Linguistics Research Journal, 3(4): 1–14. Keywords: trilingual code-switching, code-switching, Hong Kong English, Hong Kong identity.

Cho, S. (2019). Identity development of Korean writing tutors of English: Working on the border. The Journal of Asia TEFL, 16(1), 235-249. Keywords: identity, writing tutor, EFL, legitimate peripheral participation, community of practice.

Çiloğlan, F., & Bardakçı, M. (2019). The relationship between intercultural sensitivity and English language achievement. Journal of Language and Linguistic Studies, 15(3), 1204-1214. Keywords: intercultural sensitivity, English language proficiency, language achievement, intercultural competence, Turkish context.

Dao, N. (2019). Language socialization through the point-of-sales system in a Vietnamese restaurant in South Texas. The Asian Journal of Applied Linguistics, 6(2), 105-117. Keywords: language socialization, language learning, technology, transnational contexts, Vietnamese EFL learners, English in the workplace.

Erduyan, I. (2019). “I mean, I like English even better than Turkish”: English-speaking students as multilingual transnationals. Eurasian Journal of Applied Linguistics, 5(2), 255–268. Keywords: scales, translocality, interaction analysis, ELF, migration.

Fan, Y.-S., & Maliborska, V. (2019). Birds of a feather flock together?—A case study on socialization experiences of Chinese international student in an American university. International Journal of TESOL Studies, 1(1), 43-70. Keywords: Chinese international students, language socialization, language investment, language community, identity.

Guido, M. G. & Iaia, P. L. & Errico, L. (2019). Promoting responsible tourism by exploring sea-voyage migration narratives through ELF: An experiential-linguistic approach to multicultural community integration. Eurasian Journal of Applied Linguistics, 5(2), 219–238. Keywords: English as a Lingua Franca, responsible tourism, migrants’ ELF sea-journey narratives, ELF translation of Ancient-Greek and Latin journey narratives, multimodal ethnopoetic analysis.

Gundsambuu, S. (2019). Internationalization and English as a medium of instruction in Mongolian higher education: A new conceptJournal of Language and Education5(2), 48-66. Keywords: internationalization of higher education, English as a medium of instruction, faculty development, international collaboration, joint/dual degree programs.

Hadi, M., & Behrouzi Zad, S. (2019). The effect of a socio-cultural factor on the organization of communication structure among Iranian teenagers in EFL contextApplied Linguistics Research Journal, 3(3), 41-50. Keywords: informal speaking proficiency, organization communication structure, socio-cultural factors.

Hamada, Y. (2019). Shadowing: For better understanding accented Englishes. The Journal of Asia TEFL, 16(3), 894-905. (Note: Article link is to journal homepage.) Keywords: shadowing, perceptual adaptation, listening, accented English, ELF.

Harjanto, I., Lie, A., & Wijaya, J. (2019). Home, school, and community factors on Indonesian secondary students’ self-identity changes. Indonesian Journal of Applied Linguistics, 9(2), 347-358. Keywords: identity, identity formation, self-identity change, self-confidence.

Hessel, G. (2019). The role of international student interactions in English as a lingua franca in L2 acquisition, L2 motivational development and intercultural learning during study abroadStudies in Second Language Learning and Teaching, 9(3), 495-517. Keywords: study abroad, ERASMUS, English as lingua franca (ELF), intercultural interactions, L2 self-efficacy, intercultural learning.

Huhtala, A., Kursiša, A., & Vesalainen, M. (2019). “This language still motivates me!” Advanced language students and their L2 motivation. Studies in Second Language Learning and Teaching 9(2), 287-311. Keywords: advanced university students, L2 motivation, L2 motivational self system, languages other than English

Isnaini, F., Setyono, B., & Ariyanto, S. (2019). A visual semiotic analysis of multicultural values in an Indonesian English textbookIndonesian Journal of Applied Linguistics, 8(3), 545-553. Keywords: English textbooks, Indonesia, multicultural values, visual semiotics, vocational high school.

Istifci, I. (2019). Code-switching in tertiary level EFL classrooms: Perceptions of teachers. Journal of Language and Linguistic Studies, 15(4), 1287-1299. Keywords: EFL teaching, classroom interaction, code-switching, code-switching functions.

Jang, H., & Wood, J. (2019). Native vs. non-native English speaking teachers: An analysis of business schools in the tertiary education sector. The Journal of Asia TEFL, 16(3), 944-957. (Note: Article link is to journal homepage.) Keywords: EFL learners, EMI business courses, NNESTs/NESTs, intrinsic/extrinsic motivation.

Jokic, N. (2019). Keeping up with ELF: An analysis of Erasmus students’ attitudes. Eurasian Journal of Applied Linguistics, 5(2), 239–253. Keywords: English as a lingua franca, Erasmus students, language attitudes.

Jones, A. (2019). Audience response systems in a Korean cultural context: Poll Everywhere’s effects on student engagement in English courses. The Journal of Asia TEFL, 16(2), 624-643. Keywords: interactive technology, English conversation, audience response system, student engagement, Korean university.

Juliaty, H. (2019). Exploring academic identities of EFL novice writersIndonesian Journal of Applied Linguistics, 9(2), 324-334. Keywords: academic writing, EFL, higher education, novice writers, writer identities.

Kapoyannis, T. (2019). Literacy engagement in multilingual and multicultural learning spacesTESL Canada Journal36(2), 1-25. Keywords: English language learners, ELLs, literacy engagement, multilingualism, vocabulary development, multiliteracies, identity texts, design-based research, DBR.

Kaur, K. (2019). Crossing borders . . . shifting sands: An investigation of Chinese students’ study experiences in the UK and ChinaStudies in Second Language Learning and Teaching, 9(3), 451-472. Keywords: student mobility, Chinese students, English for academic purposes (EAP), English as a medium of instruction (EMI).

Kidwell, T. (2019). Teaching about teaching about culture: The role of culture in second language teacher education programs. TESL-EJ, 22(4), 1-16. Keywords: culture, intercultural competence, language learning, teacher learning, teacher practices.

Kimura, H., & Hayashi, B. (2019). Identity development through study abroad experiences: Storied accountsStudies in Second Language Learning and Teaching, 9(3), 473-493. Keywords: study abroad, perception of successful L2 communication, L2 identity, narrative.

Kohnke, L. (2019). Exploring critical pedagogy and choice in EAP material development: A case study. The Journal of Asia TEFL, 16(4), 1219-1231. Keywords: critical pedagogy, English for academic purposes, choice, digital story, Hong Kong.

Köksal, D., & Tercan, G. (2019). English as medium of instruction and international posture: From the perspective of students. Journal of Language and Linguistic Studies, 15(1), 362-375. Keywords: English language teaching, learner perception, English as a medium of instruction, international posture, attitude.

Koşar, G. (2019). Does being taught by native English-speaking teachers promote improvement in speaking skill more? Journal of Language and Linguistic Studies, 15(3), 989-999. Keywords: adult EFL learners, NESTs, NNESTs, improvement in speaking skill, speaking skill.

Krulatz, A. (2019). Content based instruction in teacher education: Reshaping pre-service teachers’ beliefs about language teaching. ELTED Journal, 22, 9-16.

Kubanyiova, M., & Yue, Z. (2019). Willingness to communicate in L2: Persons’ emerging capacity to participate in acts of meaning making with one another. Journal for the Psychology of Language Learning, 1(1) 42–66. Keywords: L2 willingness to communicate (L2 WTC), willingness to participate (WTP), L2 learning, classroom discourse, grounded theory ethnography.

Kuzhabekova, A. (2019). Language use among secondary school students in Kazakhstan. Applied Linguistics Research Journal, 3(2), 1-14. Keywords: language policy, multilingualism, trilingualism, language use.

Labtic, I., & Teo, A. (2019). Presentation of cultural information in a series of English textbooks. The New English Teacher 13(2), 36-50. Keywords: English textbooks, cultural information, receptive and productive skills.

Lee, J., & Song, J. (2019). Developing intercultural competence through study abroad, telecollaboration, and on-campus language study. Language Learning & Technology, 23(3), 178-198. Keywords: telecollaboration, study abroad, on-campus language study, intercultural competence.

Lenkaitis C., Loranc-Paszylk, B., & Hilliker, S. (2019). Global awareness and global identity development among foreign language learners: The impact of virtual exchanges. MEXTESOL Journal, 43(4), 1-11. Keywords: virtual exchanges, global awareness, global identity, higher education, lingua franca, foreign language.

Lieb, M. (2019). Investigating the relationship between cultural dimensions of learning and English language proficiency. TESL-EJ, 23(2), 1-22.

Lim, I., & Hwang, J. (2019). Korean adult English learners’ perceptions of the common grammatical features of English as a lingua franca. The Journal of Asia TEFL, 16(3), 876-893. (Note: Article link is to journal homepage.) Keywords: English as a lingua franca, world Englishes, common grammatical features of ELF, Korean adult learners of English.

Lin, C., & Roy, S. (2019). English learning lived experiences of Chinese student newcomers in a Canadian postsecondary EAP programme: The role of gender. The Asian Journal of Applied Linguistics, 6(2), 197-209. Keywords: gender roles, integration, languages and diversity, identities, Chinese EAP learners, Canada.

Mancipe, M., & Ramírez, C. (2019). The role of language in elaborating explanations in the science class in bilingual contexts through the CLIL approach. Colombian Applied Linguistics Journal, 21(1), 105-122. Keywords: CLIL, bilingualism, construction of explanations, language, science teaching.

Marinov, S., & Pavičić Takač, V. (2019). Non-language majors’ study abroad language learning experiences captured in a narrative frame. ESP Today, 7(2), 254-281. Keywords: study abroad, language development, narrative frame, grounded theory.

Marshall, S., Moore, D., James, C., Ning, X., & Dos Santos, P. (2019). Plurilingual students’ practices in a Canadian university: Chinese language, academic English, and discursive ambivalenceTESL Canada Journal36(1), 1 – 20.

Moedjito, M., Jaelani, S., & Asrobi, M. (2019). What makes EFL speakers’ utterances more intelligible in the context of global intelligibility? Indonesian Journal of Applied Linguistics, 9(1), 157-166. Keywords: EFL speakers, global intelligibility, lexical accuracy, word pronunciation accuracy.

Mohebbi, A., & Rahimi, E. (2019). Situating L1 cultural conceptualizations in reading tasks of domestically designed English textbooks: Linking cultural linguistics theories to materials development praxis. Reading Matrix, 19(2), 28-47.

Noels, K., Adrian-Taylor, S., Saumure, K., & Katz, J. (2019). Motivation and the support of significant others across language learning contexts. Journal for the Psychology of Language Learning, 1(1), 106-141. Keywords: Self-Determination Theory, motivation, learning context, social support, autonomy support.

Okyayuz, A.Ş. (2019). Translation and language and cultural policies: The importance of political cognizance in audiovisual translator training. Journal of Language and Linguistic Studies, 15(3), 937-952. Keywords: audiovisual translation training, politics of language, language and culture policies, translation, soft power.

Oskoz, A., & Gimeno-Sanz, A. (2019). Engagement and attitude in telecollaboration: Topic and cultural background effects. Language Learning & Technology, 23(3), 136-160. Keywords: intercultural telecollaborative encounter, appraisal framework, engagement, attitude.

Oviedo, H., & Álvarez, H. (2019). The contribution of customized lessons with cultural content in the learning of EFL among undergraduates. Colombian Applied Linguistics Journal, 21(1), 15-43. Keywords: cultural content, culture, customized lessons, EFL learning, materials development.

Oskoz, A., & Gimeno-Sanz, A. (2019). Engagement and attitude in telecollaboration: Topic and cultural background effects. Language Learning & Technology, 23(3), 136-160. Keywords: intercultural telecollaborative encounter, appraisal framework, engagement, attitude.

Özışık, B. Z., Yeşilyurt, S., & Demiröz, H. (2019). Developing intercultural awareness in language teaching: Insights from EFL lecturers in Turkey. Journal of Language and Linguistic Studies, 15(4), 1436-1458. Keywords: teachers of EFL, language teaching, target culture, intercultural awareness, intercultural sensitivity.

Perez-Amurao, A.L. (2019). Revisiting Thailand’s English language education landscape: A closer look at Thailand’s foreign teaching personnel demographics. International Journal of TESOL Studies, 1(1), 23-42. Keywords: demographic profile, foreign English-speaking teachers, Thai education.

Punar, N., &. Karatepe, Ç. (2019). Attitudes of parents towards their children’s culture learning in an EFL setting. Journal of Foreign Language Education and Technology, 4(2), 324-346. Keywords: EFL motivation, parental influence, young learners.

Querol-Julián, M., & Crawford Camiciottoli, B. (2019). The impact of online technologies and English medium instruction on university lectures in international learning contexts: A systematic review. ESP Today, 7(1), 2-23. Keywords: international students, EMI, lecture formats, technology-driven lectures, lecture comprehension.

Rabbidge, R. (2019). The effects of translanguaging on participation in EFL classrooms. The Journal of Asia TEFL, 16(4), 1305-1322. Keywords: translanguaging, first language use, pedagogic discourse, EFL, IRF.

Regala Flores, E. (2019). A study on patterns and functions of Tagalog-English code-switching in two oral discussions. International Journal of TESOL Studies, 1(2), 57-71. Keywords: code-switching, face-to-face communications, language variation, oral discussions, Tagalog-English.

Resnik, P., & Schallmoser, C. (2019). Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoymentStudies in Second Language Learning and Teaching, 9(3), 541-564. Keywords: foreign language enjoyment, individual differences, LX user, positive psychology in SLA, tandem language learning.

Rojas, L. R., & Rueda Varon, J. (2019). Teaching English through task and project-based learning to Embera Chamí students. Colombian Applied Linguistics Journal, 21(1), 80-92. Keywords: bilingualism, indigenous students, project-based learning, tasks-based learning.

Sevy-Biloon, J., & Chroman, T. (2019). Authentic use of technology to improve EFL communication and motivation through international language exchange video chat. Teaching English With Technology, 19(2), 44-58. (Link is to journal table of contents.) Keywords: authentic learning, communication, EFL, motivation, technology; video chat.

Sheridan, R., Tanaka, K., & Hogg, N. (2019). Foreign language, local culture: How familiar contexts impact learning and engagement. TESL-EJ, 23(1), 1-27. Keywords: cultural familiarity, reading comprehension, vocabulary retention, student interest.

Sime, D. A. (2019). Code switching in Ethiopian primary and secondary EFL classrooms: A comparison of its extent and types. Journal of Foreign Language Education and Technology, 4(2), 242-268. Keywords: code switching, L1, extent, types.

Sobkowiak, P. (2019). The impact of studying abroad on students’ interculturalcompetence: An interview study. Studies in Second Language Learning and Teaching, (9)4, 681-710. Keywords: contact hypothesis, intercultural encounters, intercultural sensitivity, intercultural competence, study abroad.

Song, B. (2019). Exploring the Cultural Content in Chinese ELT Textbooks from Intercultural Perspectives. The Journal of Asia TEFL, 16(1), 267-278. Keywords: cultural content, intercultural perspectives, Chinese ELT textbook, cram schools.

Sperti, S. (2019). Cross-cultural mediation in ELF migration contexts: Pedagogical implications on ELT multilingual settings. Eurasian Journal of Applied Linguistics, 5(2), 269–286. Keywords: ELT, migration, English as a lingua franca, language mediation, intercultural communication.

Tafazoli, D., Gómez Parra, M. E., & Huertas Abril, C. (2019). Attitude towards computer-assisted language: Do gender, age and educational level matter? Teaching English with Technology, 19(3), 22-39. (Note: Article link is to issue’s table of contents.) Keywords: computer-assisted language learning (CALL), cross-cultural study, attitudes, gender, age, educational level.

Tain, W., & French, A. (2019). Exploring Thai EFL learners’ learning outcomes from a real-world interview task: A sociocultural perspective. Electronic Journal of Foreign Language Teaching, 16(2), 196-214.

Teh, J., & Pilus, Z. (2019). International students’ perspectives of Malaysian English teachers’ spoken English. Indonesian Journal of Applied Linguistics, 8(3), 554-565. Keywords: English varieties, native English accent, non-native English accent.

Tekin, O. (2019). The association between ethnic group affiliation and the ratings of comprehensibility, intelligibility, accentedness, and acceptability. TESL-EJ, 24(3), 1-29. Keywords: ethnic group affiliation, intelligibility, comprehensibility, accentedness, acceptability.

Teng, F. (2019). Learner Identity and learners’ Investment in EFL learning: A multiple case study. Iranian Journal of Language Teaching Research, 7(1), 43-60. Keywords: agency, communities of practice, English language learning, investment, learner identity.

Thi, T.T.M., & Yeh, A.C. (2019). ‘Eh?,’ ‘huh?,’ ‘hmm’: Pronunciation intelligibility of Vietnamese-accented English to Taiwanese EFL learners. Asian Journal of English Language Studies, (7), 1-25. Keywords: English as a foreign language (EFL), intelligibility, native speakers, nonnative speakers, Vietnamese English, world Englishes.

Tosuncuoğlu, İ., & Kırmızı, Ö. (2019). Views of university instructors and students on English as a lingua franca (ELF) and World Englishes (WES). Journal of Language and Linguistic Studies, 15(1), 158-173. Keywords: world Englishes, English as a lingua franca, learning, language teaching.

Vidwans, M., & Faez, F. (2019). Teaching in linguistically and culturally diverse classrooms in Canada: Self-Efficacy perceptions of internationally educated teachers. TESL Canada Journal, (36)2, 48-67. Keywords: English language learners (ELLs), internationally educated teachers (IETs), self-efficacy, linguistic and cultural diversity, culturally responsive pedagogy.

Vodopija-Krstanović, I., & Marinac, M. (2019). English as an international language and English language teaching: The theory vs. practice divide. Iranian Journal of Language Teaching Research, 7(2), 19-38. Keywords: EFL teacher, EIL paradigm, ELT, native speaker, NS English, NNS Englishes.

Wei, L. (2019). “Paradigm shift”: An investigation of preservice teachers’ perceptions of teaching English as an international language. International Journal of TESOL Studies, 1(2), 20-31. Keywords: paradigm shift, teaching English as an international language, preservice teachers, perceptions.

Yıldırım, R. (2019). Teaching in culturally and linguistically diverse classrooms: Turkish EFL instructors’ experience. Journal of Language and Linguistic Studies, 15(3), 1155-1170. Keywords: multicultural education, teacher competency, multicultural teaching competency, language teaching, EFL.

Yuvayapan, F. (2019). Translanguaging in EFL classrooms: Teachers’ perceptions and practices. Journal of Language and Linguistic Studies, 15(2), 678-694. Keywords: translanguaging.

Zhou, Y., & Li, J. (2019). Do non-native speakers have the floor?—A case study of cross-cultural communication via WeChat. CALL-EJ, 20(3), 31-43. Keywords: WeChat, floor management, cross-cultural communication.

2018

Al-Khasawneh, F. (2018). An intercultural study of euphemistic strategies used in Saudi Arabic and American English. Indonesian Journal of Applied Linguistics, 8(1), 217-225. Keywords: euphemism, euphemistic strategies, linguistic taboos, pragmatics.

Almujaiwel, S. (2018). Culture and interculture in Saudi EFL textbooks: A corpus-based analysis. The Journal of Asia TEFL, 15(2), 414-428. Keywords: Saudi EFL textbooks, cultural content, interculture communicative competence.

Alsied, S. (2018). An investigation of the use of the first language in Libyan EFL classroomsTEFLIN Journal, 29(2), 155-176. Keywords: first language, attitudes, Libyan EFL teachers, Libyan EFL students, Libyan EFL classrooms.

Anderson, J. (2018). The role of initial teacher training courses in the professional development of experienced non-native-speaker English language teachers. ELTED Journal, 21, 37-46.

Arnó-Macià, E., & Aguilar, M (2018). ESP, EMI and interculturality: How internationalised are university curricula in Catalonia? ESP Today, 6(2), 184-207. Keywords: internationalisation at home, European higher education, intercultural and international competence, English for specific purposes, English-medium instruction.

Belli, S. A. (2018). A study on ELT students’ cultural awareness and attitudes towards incorporation of target culture into language instruction. Journal of Language and Linguistic Studies, 14(1), 102-124. Keywords: culture teaching, cultural awareness, attitudes towards target culture, learners of English as a foreign language, English language teacher education.

Briggs, J., Dearden, J., & Macaro, E. (2018). English medium instruction: Comparing teacher beliefs in secondary and tertiary education. Studies in Second Language Learning and Teaching, 8(3), 673-696. Keywords: English medium instruction (EMI); content and language integrated learning (CLIL); teacher cognition; teacher professional development.

Carabelli, P. (2018). Code-switching in the English language classroom: Fostering L2 use. ARTESOL EFL Journal, 2(1), 9-18. Keywords: code-switching, L1/L2 use, ESL/EFL, speaking, action research. (Note: Article link is to journal homepage.)

Chan, H. (2018). Cambodian EFL students’ investment in learning English: Perspectives and practices. TEFLIN Journal, 29(1), 45-71. Keywords: investment, perspective, practices, Cambodian EFL students.

Chan, J. Y. H. (2018). Contexts, problems and solutions in international communication: Insights for teaching English as a lingua franca. The Journal of Asia TEFL, 15(2), 257-275. Keywords: English as a lingua franca, English language teaching, language use and contexts, problems and solutions, Hong Kong.

Chan, W. M., & Klayklueng, S. (2018). Critical cultural awareness and identity development: Insights from a short-term Thai language immersion. Electronic Journal of Foreign Language Teaching, 15(Supplement 1), 129–147.

Dincer, A. (2018). Motivational factors in multilingual students’ learning additional languages: The case of English and Turkish. Eurasian Journal of Applied Linguistics, 4(2), 275-299. Keywords: multilinguals; English; Turkish; motivation; anxiety; motivational strength.

Gholami Pasand, P., & Ghasemi, A. A. (2018). An intercultural analysis of English language textbooks in Iran: The case of English Prospect Series. Apples – Journal of Applied Language Studies, 12(1), 55–70. Keywords: intercultural competence, textbook, Prospect Series, EFL.

Harmandaoğlu Baz, E., & İşisağ, K. U. (2018). Promoting intercultural competence of Turkish EFL pre-service teachers via Twitter. Journal of Language and Linguistic Studies, 14(3), 104-132. Keywords: intercultural competence, social networking, teacher education, EFL pre-service teachers.

Kanoksilapatham, B. (2018). Thainess-based English lessons: Reshaping grassroots English education. Indonesian Journal of Applied Linguistics, 8(2), 278-288. Keywords: elementary education, English lessons, northern Thai identity, Thainess, vocabulary.

Kaowiwattanakul, S. (2018). Attitudes of students in the eight ASEAN free flow of labor professions towards world Englishes. The Journal of Asia TEFL, 15(1), 118-129. Keywords: World Englishes, ASEAN, free flow of labor professions, attitudes.

Kewara, P., & Prabjandee, D. (2018). CLIL teacher professional development for content teachers in ThailandIranian Journal of Language Teaching Research, 6(1), 93-108. Keywords: CLIL, teacher professional development, CLIL in Thailand, English a medium of instruction, in-service teacher training.

Köylü, Z. (2018). The use of L1 in the tertiary L2 classroom: Code-switching factors, functions, and attitudes in Turkey. Electronic Journal of Foreign Language Teaching, 15(2), 271–289.

Kulavuz-Onal, D., & Vásquez, C. (2018). “Thanks, shokran, gracias”: Translingual practices in a Facebook group. Language Learning & Technology, 22(1), 240–255. Keywords: computer-mediated communication, technology-mediated communication, discourse analysis, culture.

Lasekan, O. (2018). The preferred model of English for personal, national, and global communication in context: A comparative study between Filipinos and IndiansIndonesian Journal of Applied Linguistics, 7(3), 549-558. Keywords: personal, national, global communication, Indians, Filipinos.

Lie, A., Wijaya, J., & Kuntjara, E. (2018). Linguistic and cultural identity of Indonesian Americans in the United States. Indonesian Journal of Applied Linguistics, 8(1), pp. 198- 207. Keywords: Indonesian American, youth, heritage language, second-generation immigrants, linguistic identity, cultural identity.

Loo, D. B., Trakulkasemsuk, W., & Zilli, P. J. (2018). The state of the intercultural communicative competence: An exploration through trajectories in English teachers’ discourse. PASAA, 56, 33-64. Keywords: intercultural communicative competence, English language teaching, community of practice, trajectories.

Majewicz, D., & Maślankowski, J. (2018). Communicating with metaphors: A cross-cultural analysis of technology forums. Ibérica 36, 43-68. Keywords: metaphor, social cognition, cross-cultural communication, discourse processing, information technologies.

Morganna, R., Sumardi, & Tarjana, S. S. (2018). Immersion vs. construction: The portrayals of culture in Indonesian EFL learning paradigm. Journal of Language and Linguistic Studies, 14(2), 283-304. Keywords: culture; English as a lingua franca, English as an additional language, Multiculturality, Indonesian EFL learning.

Ngai, P., & Janusch, S. (2018). Professional development for TESL teachers: A course in transcultural pragmatics. TESL-EJ, 22(3), 1-26. Keywords: English language learning, teacher training, transcultural pragmatics, intercultural communication, communicative competence, immersion.

Nguyen, L. V., & Minh Hai, N. Q. (2018). English as a medium of instruction: A case study at a gifted high school in Vietnam. The Journal of Asia TEFL, 15(4), 1083-1102. Keywords: English as a medium of instruction, high school, school subjects, perception, reflection.

Orr, M., & Annous, S. (2018). There is no alternative! Student perceptions of learning in a second language in LebanonJournal of Language and Education4(1), 79-91. Keywords: language policy, imperialism, ideology, Lebanon.

Paramesvaran, M. D., & Lim, J. W. (2018). Code-switching practices in a Malaysian multilingual primary classroom from teacher and student perspectives. Indonesian Journal of Applied Linguistics, 8(2), 254-264. Keywords: code-switching, comprehensible input, language proficiencies, multilingual, teachers’ and students’ perspectives.

Parlindungan, F., Rifai, I. & Satriani, A. (2018). The representation of Indonesian cultural diversity in middle school English textbooks. Indonesian Journal of Applied Linguistics, 8(2), 289-302. Keywords: cultural diversity, English teaching, English textbooks, middle school, semiotic analysis.

Pavlovskaya, G., & Lord, A. (2018). The influence of students’ sociocultural background on the IELTS speaking test preparation processJournal of Language and Education4(3), 69-76. Keywords: IELTS, speech functions, sociocultural competence, intercultural communication, multicultural workplace environment.

Prada, J., & Turnbull, B. (2018). The role of translanguaging in the multilingual turn: Driving philosophical and conceptual renewal in language educationE-JournALL, EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 8-23. Keywords: translanguaging, foreign language education, second language education, additional language education, multilingual turn.

Rasman, R. (2018). To translanguage or not to translanguage? The multilingual practice in an Indonesian EFL classroomIndonesian Journal of Applied Linguistics, 7(3), 687-694. Keywords: translanguaging, multilingualism, superdiversity, pedagogical practice.

Rezaei, S., & Naghibian, M. (2018). Developing intercultural communicative competence through short stories: A qualitative inquiryIranian Journal of Language Teaching Research, 6(2), 77-96. Keywords: culture, intercultural communicative competence, literature, short story.

Robinson, E., Tian, Z., Martínez, T., & Qarqeen, A. (2018). Teaching for justice: Introducing translanguaging in an undergraduate TESOL courseJournal of Language and Education4(3), 77-87. Keywords: translanguaging, justice, TESOL, teacher preparation, collaborative research, language teaching and learning.

Sánchez-García, D. (2018). Codeswitching practices in the discourse of two lecturers in English-medium instruction at university. Estudios de Lingüística Inglesa Aplicada, 18, 105-135. Keywords: EMI, discourse strategies, codeswitching, classroom discourse, tertiary education.

Solgi, F, & Tafazoli, D. (2018). The necessity of teaching culture in English as a foreign language course: Iranian perspective. Journal of Language and Linguistic Studies, 14(3), 01-11. Keywords: language teaching, culture, English as a Foreign Language (EFL), language education.

Tabatabaei, S., Gencer, G., Eldem, E., & Bakhtiarvand, M. (2018). A comparative analysis of the apology strategy between Turkish EFL learners and English native speakersApplied Linguistics Research Journal, 2(3): 48-57. Keywords: speech acts, cross-cultural differences, apology speech acts, pragmatics, discourse completion test.

Teklesellassie, Y., & Boersma, E. (2018). Attitudes towards code-switching in an English-medium content classroom. PASAA, 55, 57-77. Keywords: code-switching, English-medium content classroom, L2 attitudes.

Thornton, K. (2018). Language policy in non-classroom language learning spaces. Studies in Self-Access Learning Journal, 9(2), 156-178. Keywords: self-access, language policy, L1 use.

Villegas-Torres, P., & Mora-Pablo, I. (2018). The role of language in the identity formation of transnational EFL teachers. HOW, 25(2), 11-27. Keywords: English as a foreign language teachers, identity, language, returnees, transnationals.

Weng, J. (2018). Predicting Taiwanese college students’ intercultural sensitivity: What truly matters? The Asian Journal of Applied Linguistics, 5(2), 240-253. Keywords: intercultural communicative competence, cultural sensitivity, English proficiency, EFL, college students, Taiwan.

Wiens, P., Andrei, E., Anassour, B., & Smith, A. (2018). Expanding circle: The case of Nigerien EFL teachers’ English, training and career satisfaction. TESL-EJ, 22(2), 1-26. Keywords: English as a foreign language, teachers, teacher training, Niger.

Wu, Z. (2018). Positioning (mis)aligned: The (un)making of intercultural asynchronous computer-mediated communication. Language Learning & Technology, 22(2), 75–94. Keywords: computer-mediated communication, discourse analysis, learner identity.