Books in the English Language Education series

By drawing on international studies, the book brings together diverse ESP practices and aspects of relevant issues in the development of ESP programs, teachers and learners in a coherent fashion.

This book presents original, empirical data from quantitative and qualitative research studies in the field of language learning aptitude, ability, and individual differences. The book contributes to the field both by verifying and contesting existent findings and by exploring novel approaches to devising research in the subject area.

This book presents original, empirical data from quantitative and qualitative research studies in the field of language learning aptitude, ability, and individual differences. The book contributes to the field both by verifying and contesting existent findings and by exploring novel approaches to devising research in the subject area.

This book offers insight into the spread and impact of English language education in China within China's broader educational, social, economic and political changes.

Teacher Beliefs as a Complex System: English Language Teachers in China

The chapters, written by internationally recognized language teacher educators and TESOL specialists, introduce the reader to key language skill areas (i.e., listening, speaking, reading, writing, pronunciation, grammar and vocabulary) and explain how each skill area can be taught in a principled manner in diverse language learning contexts.

By drawing on international studies, the book brings together diverse ESP practices and aspects of relevant issues in the development of ESP programs, teachers and learners in a coherent fashion.

The chapters, written by internationally recognized language teacher educators and TESOL specialists, introduce the reader to key language skill areas (i.e., listening, speaking, reading, writing, pronunciation, grammar and vocabulary) and explain how each skill area can be taught in a principled manner in diverse language learning contexts.

English-medium universities around the world face real challenges in ensuring that incoming students have the language and literacy skills they need to cope with the demands of their degree programmes.

This book presents the multiple facets of English as a Medium of Instruction (EMI) in higher education across various academic disciplines, an area that is expected to grow constantly in response to the competitive global higher education market.

This book explores an area that has been somewhat overlooked in the literature to date - the current status and future trends of English education in Oman. It offers a variety of theoretical and methodological approaches to the subject and explores areas of English education in Oman that have, until now, been little investigated.

This book explores the influence of high stakes standardised testing within the context of South Korea. This book follows the test activity of a group of Korean university students preparing for the TOEIC (Test of English for International Communication) and posits a revised model of the influence of testing on learning.

This volume highlights unique features of L2 teachers' motivation, autonomy and career development in Far East counties (including Japan, South Korea and China), using diverse methodological research approaches incorporating both quantitative and qualitative paradigms. While much of current research focuses on students' psychology, this volume looks into EFL teachers' motivation and autonomy. Both discussions of theoretical issues of teacher motivation and autonomy and practical, classroom-based investigations are included and written to appeal to researchers, as well as applied teacher audiences. The theoretical chapters give readers a solid grounding in the issues of interest to the field. The practical chapters offer cutting edge insights and can also serve as templates on which postgraduate and postdoctoral researchers can base future studies. This helps the book to offer a dual service to the research community, addressing both issues of theorization of research and the practice of conducting research investigations.  

This book discusses how to approach critical literacy in English as a Foreign Language (EFL) contexts. It responds to the concerns of educators who get enthusiastic about teaching critical literacy, but become perplexed when they start reading about its theories. This causes some to avoid it altogether and leads others to argue for practicing it without theory. The book argues that both positions should be reconsidered and capitalizes on the notion of praxis, a notion introduced by Freire to explicate the various subtle connections between theory and practice.  The book instills the theoretical assumptions of critical literacy with as little jargon as possible, with many practical illustrations. It will be of interest to graduate and undergraduate students, language teachers, program and material developers, researchers, and educational policy makers.