{"id":24067,"date":"2026-06-25T03:17:50","date_gmt":"2026-06-25T11:17:50","guid":{"rendered":"https:\/\/tesl-ej.org\/wordpress\/?page_id=24067"},"modified":"2026-08-04T14:07:55","modified_gmt":"2026-08-04T22:07:55","slug":"ej118","status":"publish","type":"page","link":"https:\/\/tesl-ej.org\/wordpress\/","title":{"rendered":"Volume 30, Number 2 \u2013 August 2026"},"content":{"rendered":"\n\n\n\n
\n

A Word from the Editors\u2026<\/a> \"pdf\"<\/a> (pdf<\/a>)<\/h3>\n<\/td>\n<\/tr>\n

\n

PERSPECTIVES<\/h2>\n

Scott Alkire, Learning Korean at Age 60: Insights from a Linguaphile<\/a>;
\n\"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

FEATURE ARTICLES<\/h2>\n

Yuri imamura & Danie Hooper, Between English-Only Ideology and Classroom Reality: Language Policy in Japanese Higher Education<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Padma Lamo, Saleem Mohd Nasim & Rajakumar Guduru , Modality Principle in Learning L2: A Systematic Review of How Proficiency Moderates the Efficacy of Reading-While-Listening on Receptive Skills<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Abdul Mutashobya & Koen Van Gorp , Teachers\u2019 Experiences with Performance-Based Assessment: Challenges and Strategies in an EFL Context<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Gaia Oikawa, The Effects of Prior Vocabulary Knowledge and Addressees in Sentence Writing Tasks: An Exploratory Study<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Raju Dhuli, Rajakumar Guduru, Praveen Kumar Ambati, Anand Binod Singh & Padma Lamo, Evaluating the Impact of Bilingual, Trilingual, and Multilingual Definitions on Incidental Vocabulary Learning through Story Reading<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Masaki Akase, The Role of Vocabulary Learning Strategies in Longitudinal Vocabulary Growth<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Shadab Jabbarpoor & Mohammad Sadegh Ghalibafan, Digital Fatigue and Emotional Burnout in Hybrid EFL Classrooms: Insights from Teacher-Learner Interaction<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Ali Aaj, Enhancing EFL Learner Autonomy through the Jigsaw Reading Task: A Comparative Study of Homogeneous and Heterogeneous Groups<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/td>\n

Olga Oliinyk, Nadiya Bevz, Inna Derevianko & Igor Shuliakov, Gamified English Language Teaching in Higher Education in the Context of War: Motivational and Psycho-Emotional Aspects<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Melisew Tibebu Amare, Mekonnen Esubalew Tariku & Solomon Mesfin Yilma, Collaborative and Individual Writing Instruction in EFL Classrooms: A Baseline-Adjusted Comparison of Writing Motivation and Creativity-Related Writing Performance<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Xiaolong Liu, Danyang Zhang & Danling Li, Senior High School Students\u2019 English Learning Self-efficacy and New Media Literacy: Instrument Validation and Correlation<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

\n

ON THE INTERNET<\/h2>\n

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

Lilit Sargsyan, Pedagogically Structured AI Feedback and Grammatical Accuracy in EFL Speaking: A 14-Week Longitudinal Study<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

\n

REVIEWS<\/h2>\n

Books<\/h2>\n

Editors: Dmitri Detwyler & Veronika Maliborska<\/em><\/span><\/p>\n

Lingliang Liu & Huihui Li, Review of the book, Digital Multimodal Composing: Connecting Theory, Research and Practice in Second Language Acquisition, M. Kessler (2025)<\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/p>\n

Media<\/h2>\n

Editors: Tim Kochen & Jihee Im<\/em><\/span><\/p>\n

Suryani Jihad, Hardiani Ardin & Sri Mulyani , NotebookLM. <\/a>; \"pdf\"<\/a> (pdf<\/a>)<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

A Word from the Editors\u2026 (pdf) PERSPECTIVES Scott Alkire, Learning Korean at Age 60: Insights from a Linguaphile; (pdf) FEATURE ARTICLES Yuri imamura & Danie Hooper, Between English-Only Ideology and Classroom Reality: Language Policy in Japanese Higher Education; (pdf) Padma Lamo, Saleem Mohd Nasim & Rajakumar Guduru , Modality Principle in Learning L2: A Systematic […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":23817,"menu_order":2,"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-24067","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\/24067","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\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/comments?post=24067"}],"version-history":[{"count":5,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/24067\/revisions"}],"predecessor-version":[{"id":24366,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/24067\/revisions\/24366"}],"up":[{"embeddable":true,"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/pages\/23817"}],"wp:attachment":[{"href":"https:\/\/tesl-ej.org\/wordpress\/wp-json\/wp\/v2\/media?parent=24067"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}