English Teaching-Practice and Critique

Lexical Richness in EFL Undergraduate Students’ Academic Writing

Challenges and Trials: Implementing Localized TBLT for Novice L2 Learners Throughout Three Semesters

Korean EFL Learners’ Refusals to Requests and Their Perceptions

A Case Study of Critical Reading in Action with Korean University Students in an EFL Context

Effects of Rubric-Referenced Self-Assessment Training on Korean High School Students’ English Writing

What If Learners Are Not Involved in Reading? Reading Ability and Reading Motivation of EFL Learners

Korean EFL Learners’ Processing of English Caused-Motion Construction

The Analysis of Writing Tasks in High School English Textbooks: A Process-Genre Based Approach

A Theoretical Analysis of How Critical Literacy May Support the Progressive Goals of the Korean National Curriculum

Structural Use of Lexical Bundles in the Rhetorical Moves of L1 and L2 Academic Writing

Alternative Vocabulary Learning Approaches in EFL Setting: Bottom-up or Top-down?

A Study on the Relation Between Intelligibility and Attitudes

Korean EFL Learners’ L2 Mental Lexicon: Vocabulary Size and Word Association Types

A Search for EFL College Students’ Culture-Related Rhetorical Templates of Argumentative Writing

A Comparative Analysis of EFL Students’ Needs and Evaluation of English Curriculum: A Case Study from Korea

The Perceptions of Students and Teachers on the Practice of Assessment in Extensive Reading

Attitudes Towards English Language Learning Apps from Korean and Chinese EFL Students

How Do Multicultural Family Mothers Perceive Child’s English Education?