Reviews

The eight titles reviewed in this issue cover theoretical stances, the psychology of teachers and learners, and the application of data and technology in research, teaching, and writing. Given the strain of the COVID-19 pandemic, Richard Bailey opens with a fitting look at 21 IMRD studies into the links between technology, second language teaching, and learner psychology. Second, Anna Belobrovy reviews an edited volume on language teacher emotions, quite timely considering the emergency remote teaching constraints. Marcos Benevides next tackles a theoretical introduction to the Action-oriented Approach by also comparing and contrasting it with TBLT. The fourth review comes from Samikshya Bidari, who covers the title English as a Lingua Franca in Japan. Gregory Hadley reports on a resource for understanding data collection in applied linguistics research that is engaging, practical, and approachable owing to the authors’ breadth of experience in Japan, Asia, and Europe. Marshall K. Higa evaluates a step-by-step guide for conducting eye-tracking research which also includes a comprehensive literature review. J. Paul Marlowe delves into a scholarly work on how Complex Dynamic Systems Theory can be applied to understand writing development in a second language. Closing out the issue, Maria Claudia Nunes Delfino examines the third edition of a volume on teaching academic writing to international business students.