All Stories

  1. The Impact of Educational Neoliberalism on Teachers in Singapore
  2. What do academics know and do about plagiarism? An interview study with Chinese university teachers of English
  3. Doctoral candidates' dual role as student and expert scholarly writer: An activity theory perspective
  4. “To our great surprise …”: A frame-based analysis of surprise markers in research articles
  5. English-Medium Instruction in Higher Education: Lessons from China
  6. Editorial – More changes
  7. Teacher Education in Singapore
  8. Three minute thesis presentations as an academic genre: A cross-disciplinary study of genre moves
  9. Questioning and responding in the classroom: a cross-disciplinary study of the effects of instructional mediums in academic subjects at a Chinese university
  10. STELLAR® (STrategies for English Language Learning and Reading)
  11. Metalinguistic contribution to writing competence: a study of monolingual children in China and bilingual children in Singapore
  12. Teaching English as an International Language
  13. Introduction to Teaching Listening
  14. Collaborating with Management Academics in a New Economy: Benefits and Challenges
  15. Retraction Notices: Who Authored Them?
  16. The “researching EAP practice” initiative
  17. L2 Listening in China: An Examination of Current Practice
  18. The influence of individual and contextual variables on teachers’ understanding and classroom practice of media literacy
  19. Understanding university students’ peer feedback practices in EFL writing: Insights from a case study
  20. Institutional policies on plagiarism: The case of eight Chinese universities of foreign languages/international studies
  21. Authorship of Retraction Notices: “If Names Are Not Rectified, Then Language Will Not Be in Accord with Truth.”
  22. Prompting MEd students to engage with academia and the professional world through feedback
  23. Supporting students’ assignment writing: what lecturers do in a Master of Education programme
  24. Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback?
  25. In the face of fallible AWE feedback: how do students respond?
  26. Chinese University EFL Teachers’ Knowledge of and Stance on Plagiarism
  27. Plagiarism in English academic writing: A comparison of Chinese university teachers' and students' understandings and stances
  28. Research on plagiarism in second language writing: Where to from here?
  29. Extensive Reading Coursebooks in China
  30. Dealing with unacceptable intertextuality in Chinese students’ writing
  31. The impact of disciplinary background and teaching experience on the use of evaluative language in teacher feedback
  32. Disciplinary and paradigmatic influences on interactional metadiscourse in research articles
  33. Erratum to “Reactivity of concurrent verbal reporting in second language writing” [J. Second Lang. Writ. 24 (2014) 51–70]
  34. Apprenticeship in Scholarly Publishing: A Student Perspective on Doctoral Supervisors’ Roles
  35. Chinese university EFL teachers’ perceptions of plagiarism
  36. An ethnographic multiple-case study of mother–child interaction strategies in Singapore-based Chinese families
  37. Chinese University Students’ Perceptions of Plagiarism
  38. Subdued by the system: Neoliberalism and the beginning teacher
  39. Disciplinary and ethnolinguistic influences on citation in research articles
  40. Reactivity of concurrent verbal reporting in second language writing
  41. Interactive metadiscourse in research articles: A comparative study of paradigmatic and disciplinary influences
  42. Is English-medium instruction effective in improving Chinese undergraduate students' English competence?
  43. Second Language Research on Recasts: A Critical Review in Response to an Ongoing Debate
  44. Chinese ESOL lecturers' stance on plagiarism: does knowledge matter?
  45. English-medium instruction at a Chinese University: rhetoric and reality
  46. English-medium instruction in Chinese higher education: a case study
  47. The Relationship Between Use of Writing Strategies and English Proficiency in Singapore Primary Schools
  48. China's Assimilationist Language Policy
  49. Exploring the relationship between metacognitive awareness and listening performance with questionnaire data
  50. Prolepsis, syncretism, and synergy in early language and literacy practices: a case study of family language policy in Singapore
  51. English language education in East Asia: some recent developments
  52. Principles and Practices for Teaching English as an International Language
  53. Literacy Teaching and Education
  54. A comparative study of family social capital and literacy practices in Singapore
  55. Hedging and boosting in abstracts of applied linguistics articles: A comparative study of English- and Chinese-medium journals
  56. Investigating Chinese University Students’ Knowledge of and Attitudes Toward Plagiarism From an Integrated Perspective
  57. Metalinguistic knowledge, metalanguage, and their relationship in L2 learners
  58. A public policy perspective on English medium instruction in China
  59. Modernization Discourse, Academic Advocacy, and Vested Interests: The Promotion of English-Medium Instruction in Chinese Schools
  60. A place for metalanguage in the L2 classroom
  61. Negotiating Language Policies in Schools
  62. New Kid on the Block: English-Medium Instruction in Chinese Schools
  63. The craze for English-medium education in China: driving forces and looming consequences
  64. Issues of cultural appropriateness and pedagogical efficacy: exploring peer review in a second language writing class
  65. Borrowing Ideas Across Borders: Lessons from the Academic Advocacy of “Chinese-English Bilingual Education” in China
  66. A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English
  67. The Misleading Academic Discourse on Chinese–English Bilingual Education in China
  68. Chapter 6. The Juggernaut of Chinese–English Bilingual Education
  69. Language Policy, Culture, and Identity in Asian Contexts
  70. Reading Strategies and Approaches to Learning of Bilingual Primary School Pupils
  71. Developing an EAP Writing Course for Chinese ESL Students
  72. Book Review
  73. Training Chinese ESL Student Writers for Effective Peer Review
  74. Contextual Influences on Instructional Practices: A Chinese Case for an Ecological Approach to ELT
  75. Building a Strong Contingent of Secondary English-as-a-Foreign-Language Teachers in China: Problems and Policies
  76. Investigating Language Learner Strategies among Lower Primary School Pupils in Singapore
  77. Using peer review with Chinese ESL student writers
  78. Reforms of Basic English-Language Education in China: An Overview
  79. English Language Education in China: Policies, Progress, and Problems
  80. 'CLT is best for China'-- an untenable absolutist claim
  81. Pedagogical Practices in Chinese EFL Classrooms
  82. English Language Teaching in China: Regional Differences and Contributing Factors
  83. PSYCHOLOGICAL CONSTRAINTS ON THE UTILITY OF METALINGUISTIC KNOWLEDGE IN SECOND LANGUAGE PRODUCTION
  84. Potential Cultural Resistance to Pedagogical Imports: The Case of Communicative Language Teaching in China
  85. Recent Important Developments in Secondary English-language Teaching in the People's Republic of China