Updated June 27, 2019

June 2019 updates, including articles from the Journal of Foreign Language Education and Technology (JFLET), which has recently been added to ORE.

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.

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.

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.

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.

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.

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.

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.

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.

Previous Entries


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.

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.

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

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. (Note: Article link is to journal homepage.)

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.

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.

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.

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.

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.

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.

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.

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.

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.

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. (Note: Article link is to journal homepage.)

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.

Tafazoli, D., Gómez Parra, M.E., & Huertas Abril, C.A., (2018). A cross-cultural study on the attitudes of English language students towards computer-assisted language learning. Teaching English With Technology, 18(2), 34-68. (Article link is to journal table of contents.) Keywords: CALL, cross-cultural attitudes.

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.

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.

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.


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.

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.

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.

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.

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.