{"id":21222,"date":"2024-04-12T21:35:50","date_gmt":"2024-04-13T05:35:50","guid":{"rendered":"https:\/\/tesl-ej.org\/wordpress\/?page_id=21222"},"modified":"2026-04-01T19:45:42","modified_gmt":"2026-04-02T03:45:42","slug":"ej109","status":"publish","type":"page","link":"https:\/\/tesl-ej.org\/wordpress\/issues\/volume28\/ej109\/","title":{"rendered":"Volume 28, Number 1 – May 2024"},"content":{"rendered":"\n\n<\/tr>\n\n\n\n\n
\n

A Word from the Editors…<\/a> \"pdf\"<\/a> (pdf<\/a>)<\/h3>\n<\/td>\n<\/tr>\n

\n

Special Issue on Disrupted Language Teacher Identities in Times of Uncertainty<\/h2>\n

<\/h2>\n

<\/h2>\n<\/td>\n<\/tr>\n

\n

Introduction to the Special Issue<\/a>
\nHyunjin Jinna Kim & Huseyin Uysal<\/em><\/span>
\n\"pdf\"<\/a> (pdf<\/a>)<\/h3>\n

Special Issue Articles<\/h2>\n

Matthew Nall & Takaaki Hiratsuka, A Future of Hope and Dread: How K-12 Pre-service Language Teachers are Situating Their Identities within Modern Japanese Value and Belief Systems<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Aysel Eyerci, EFL Teachers\u2019 Responses to Crisis: Investigating Pedagogical Adaptations, Trauma-Sensitive Practices, and Teacher Identity after Earthquake<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Mostafa Nazari, Ecological Intersections of Religious Ideology, Agency, and Identity: Voices of Iranian English Language Teachers<\/a>, \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Sibel S\u00f6\u011f\u00fct, Disrupted English Language Teacher Identities: A Social Justice Perspective<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Hua Lu & Sook Jhee Yoon, Chinese EFL Academics\u2019 Experiences of Aligning Researcher Identity (Re)-Construction with University Policy Practices of a National Research Policy<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/td>\n

\n

Regular Feature Articles<\/h2>\n

Jonathan Donnelan, A Capability Approach Analysis of a Mobile Language Learning Program for Migrants<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Ira Slabodar, Learner Autonomy Transfer: Teacher training is not enough<\/a>;
\n\"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Piyanuch Laosrirattanachai & Piyapong Laosrirattanachai, The Triangle of Language Use: A Corpus-Based Analysis of Hotel Responses to Reviews<\/a>;
\n\"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Robert Sheridan & Kathryn M. Tanaka, Global Issues in Local Contexts: Japanese University EFL Learners’ Reactions to the Development of Relevant and Engaging SDG Materials<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Besma Allagui & Shamma Al Naqbi, The Contribution of Vocabulary Knowledge to Summary Writing Quality: Vocabulary Size and Lexical Richness<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

AEsmaeel Abdollahzadeh & Mahdi Rajaeenia, English Language Learning Beliefs of Iranian High School Students<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Asadeh Emadi & Shaghayegh Hosseini, Evaluating the Integration of Digital Literacy Components in ELT Coursebook Design<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Kyle R. Van Horn, ChatGPT in English Language Learning: Exploring Perceptions and Promoting Autonomy in a University EFL Context<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/td>\n<\/tr>\n

\n

ON THE INTERNET<\/h2>\n

Editors: Omran Ali Akasha & Mark Feng Teng<\/em><\/span><\/p>\n

Alvin Espiritu Bersamin, Mark Bedoya Ulla, Aree Saripa & Korawan Suebsom, Exploring Social Presence through Group Collaboration in Blended Learning<\/a>;
\n\"pdf\"<\/a> (pdf<\/a>)<\/span><\/td>\n

\n

REVIEWS<\/h2>\n

Books<\/h2>\n

Editors: J. Dylan Burton & Rachel Toncelli<\/em><\/span><\/p>\n

Baecher, L., Mann, S. & Nobre, C. (2023), Using Video to Support Teacher Reflection and Development in ELT<\/a>; Reviewed by Elena Gorshkova; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Peterson, M. & Jabbari, N. (2022), Digital Games in Language Learning: Case Studies and Applications<\/a>; Reviewed by Fei Li & Changrong Yi; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

A Word from the Editors… (pdf) Special Issue on Disrupted Language Teacher Identities in Times of Uncertainty Introduction to the Special Issue Hyunjin Jinna Kim & Huseyin Uysal (pdf) Special Issue Articles Matthew Nall & Takaaki Hiratsuka, A Future of Hope and Dread: How K-12 Pre-service Language Teachers are Situating Their Identities within Modern Japanese […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":21220,"menu_order":109,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"class_list":["post-21222","page","type-page","status-publish","entry"],"featured_image_src":null,"featured_image_src_square":null,"_links":{"self":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/21222","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/comments?post=21222"}],"version-history":[{"count":5,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/21222\/revisions"}],"predecessor-version":[{"id":21493,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/21222\/revisions\/21493"}],"up":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/21220"}],"wp:attachment":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/media?parent=21222"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}