Project MUSE®: Asian Journal of English Language Teaching - Latest Articles
https://muse.jhu.edu/journal/648
Project MUSE®: Latest articles in Asian Journal of English Language Teaching.daily12024-03-28T00:00:00-05:00text/htmlen-USVol. 23 (2013) - vol. 24 (2014)Latest Articles: Asian Journal of English Language TeachingTWOProject MUSE®Asian Journal of English Language Teaching2333-71921026-2652Latest articles in Asian Journal of English Language Teaching. Feed provided by Project MUSE®Genre-Based Writing Classrooms and Learner Beliefs in East Asian EAP Contexts
https://muse.jhu.edu/article/692351
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The last two decades have witnessed trends in literacy studies that have reexamined the role of genre-analysis in first language (L1) writing classrooms (Chapman, 1999; Clark, 1999; Freedman & Medway, 1994; Russell, Lea, Parker, Street, & Donahue, 2009; Swales, 1990). In particular, these studies consider the role of a new rhetoric interpretation of genre within an L1 context. The New Rhetoric School (also referred to as rhetorical genre studies), heavily influenced by Bakhtin, interprets genre as mutable, or "flexible, plastic, and free" (Bakhtin, 1986, p. 79). Within this school, genre is examined as a social practice, a focus that has since aided in shaping second language (L2) genre-based writing pedagogy. As
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Project MUSE®https://muse.jhu.edu/2024-03-28T00:00:00-05:00https://muse.jhu.edu/journal/648/image/coversmallGenre-Based Writing Classrooms and Learner Beliefs in East Asian EAP Contexts2018-05-04text/htmlen-USGenre-Based Writing Classrooms and Learner Beliefs in East Asian EAP Contexts2018-05-042018TWOProject MUSE®1219282024-03-28T00:00:00-05:002018-05-04Language Learning and the Second Language (L2) Identities of Hong Kong Pre-service EFL Teachers prior to Study Abroad
https://muse.jhu.edu/article/692352
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In many parts of the world, pre-service English as a second language (ESL) or foreign language (EFL) teacher education programs include a short-term study abroad (SA) component (e.g., Barkhuizen & Feryok, 2006; Benson et al., 2013; Trent, 2014). Language educators often assume that pre-service teachers will significantly benefit from these SA programs with regard to their second language (L2) proficiency, intercultural competence, and L2 teaching capability. However, SA researchers (e.g., Barkhuizen & Feryok, 2006, Benson et al., 2012, 2013; Jackson, 2008, 2010; Trent, 2014) have discovered that L2 and culture learning in SA contexts is complex. Both contextual and individual elements contribute to the variability
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Project MUSE®https://muse.jhu.edu/2024-03-28T00:00:00-05:00https://muse.jhu.edu/journal/648/image/coversmallLanguage Learning and the Second Language (L2) Identities of Hong Kong Pre-service EFL Teachers prior to Study Abroad2018-05-04text/htmlen-USLanguage Learning and the Second Language (L2) Identities of Hong Kong Pre-service EFL Teachers prior to Study Abroad2018-05-042018TWOProject MUSE®968182024-03-28T00:00:00-05:002018-05-04Exploring Source Use by Different EFL Students: Text Quality, Lexical Profiles, and Citation Features
https://muse.jhu.edu/article/692353
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Common in academic genre, source use has become an essential writing task for graduate students, and a common writing skill for undergraduate foreign language departments to train their learners in several ESL (e.g., Wette, 2010; Zhang, 2013) or EFL contexts (e.g., Chen & Su, 2012; Hu & Lei, 2012; McDonough, Crawford, & Vleeschauwer, 2014; Yeh & Liou, 2000). Most of the previous studies have provided information on ESL faculty's and the students' perceptions as well as textual patterns of imperfect student writing and misappropriation of sources, or triangulation of the two perspectives (Pennington, 2010; Polio & Shi, 2012; Shaw & Pecorari, 2013). Yet, the EFL student population has been under-represented in this
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Project MUSE®https://muse.jhu.edu/2024-03-28T00:00:00-05:00https://muse.jhu.edu/journal/648/image/coversmallExploring Source Use by Different EFL Students: Text Quality, Lexical Profiles, and Citation Features2018-05-04text/htmlen-USExploring Source Use by Different EFL Students: Text Quality, Lexical Profiles, and Citation Features2018-05-042018TWOProject MUSE®1066342024-03-28T00:00:00-05:002018-05-04Attitudes towards Hong Kong English: Native English Teachers and Local English Teachers
https://muse.jhu.edu/article/692354
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In the past two decades, a greater focus has been placed on research on Hong Kong English (HKE). While previous studies have examined the existence and features of HKE (e.g., Bolton & Kwok, 1990; Evans, 2000; Hung, 2000; Luke & Richard, 1982; Setter et al., 2010), in recent years, scholars have expanded the scope of research of HKE to applied studies, one of which is research on language attitudes (e.g., Hansen Edwards, 2015, 2016a, 2017; Lai, 2005, 2009; Zhang, 2014). These studies have focused on language users' attitudes since the attitudes towards a language may alter the users' preference in using the language. In Hong Kong, attitudes towards English among university students were surveyed from the early
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Project MUSE®https://muse.jhu.edu/2024-03-28T00:00:00-05:00https://muse.jhu.edu/journal/648/image/coversmallAttitudes towards Hong Kong English: Native English Teachers and Local English Teachers2018-05-04text/htmlen-USAttitudes towards Hong Kong English: Native English Teachers and Local English Teachers2018-05-042018TWOProject MUSE®1027122024-03-28T00:00:00-05:002018-05-04Narrative Inquiry in Language Teaching and Learning Research by Gary Barkhuizen, Phil Benson, and Alice Chik (review)
https://muse.jhu.edu/article/692355
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Narrative research has been widely used in fields of social sciences such as psychology, sociology, and education. Narrative inquiry is "an established umbrella term for research involving stories" (Barkhuizen et al., 2014, p. 3). Narrative research in the field of language teaching and learning, albeit comparatively recent, has been burgeoning since the 1980s (e.g., Curtis & Romney, 2006; Nunan & Choi, 2010). This growing body of narrative research necessitates a comprehensive understanding of what narratives entail, how to conduct narrative studies, and how to apply findings in narrative studies to practice. The book Narrative Inquiry in Language Teaching and Learning Research fulfills these purposes. It offers
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Project MUSE®https://muse.jhu.edu/2024-03-28T00:00:00-05:00https://muse.jhu.edu/journal/648/image/coversmallNarrative Inquiry in Language Teaching and Learning Research by Gary Barkhuizen, Phil Benson, and Alice Chik (review)2018-05-04text/htmlen-USNarrative Inquiry in Language Teaching and Learning Research by Gary Barkhuizen, Phil Benson, and Alice Chik (review)2018-05-042018TWOProject MUSE®166312024-03-28T00:00:00-05:002018-05-04Advances and Current Trends in Language Teacher Identity Research ed. by Yin Ling Cheung, Selim Ben Said, and Kwanghyun Park (review)
https://muse.jhu.edu/article/692356
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Teacher identity, an analytic tool to understanding teachers' development (Beauchamp & Thomas, 2009) and a key to improving and sustaining teaching quality (Day et al., 2006), has become a popular topic in the academia over the past two decades. The volume Advances and Current Trends in Language Teacher Identity Research, edited by Yin Ling Cheung, Selim Ben Said and Kwanghyun Park, is an excellent addition to the body of research which focuses on language teacher identity (LTI). This remarkable collection enables a fuller understanding of "what it means to be language teachers in the twenty-first century and how teachers' construction of their 'selves' is situated within the social, cultural and political contexts
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Project MUSE®https://muse.jhu.edu/2024-03-28T00:00:00-05:00https://muse.jhu.edu/journal/648/image/coversmallAdvances and Current Trends in Language Teacher Identity Research ed. by Yin Ling Cheung, Selim Ben Said, and Kwanghyun Park (review)2018-05-04text/htmlen-USAdvances and Current Trends in Language Teacher Identity Research ed. by Yin Ling Cheung, Selim Ben Said, and Kwanghyun Park (review)2018-05-042018TWOProject MUSE®135002024-03-28T00:00:00-05:002018-05-04