Reviews

The November review titles span from the theoretical to research-based to more practical pedagogical applications. Scott Crowe opens this issue with a review of Annamaria Pinter’s title, Teaching Young Language Learners. Myles Grogan contributes a review on the increasingly popular mixed-methods form of research. In the third review, Daisuke Kimura reviews Gregory Hadley’s guide to grounded theory in applied linguistics research. Jessica Krentzman looks at the theory and applications of shadowing to support low-proficiency learners in developing listening skills. Next, Kyoko Kobayashi Hillman details task-based language teaching principles and practices as presented in a book written in Japanese, タスク・ベースの英語指導—TBLTの理解と実践. Kris Ramonda examines an edited volume from international contributors reporting on interventions designed to support more positive effects from overseas studies. In collaboration, James Ronald and his Ph.D. student, Stachus Peter Tu, cover second language pragmatics as addressed in a volume of that very title from the Applied Linguistics series of Oxford University Press. Fumie Togano proposed and presents a review on feedback and assessment in second language writing. And finally, the latest edited anthology on nonformal education in Japan is taken up by Robert J. Werner.