In This Issue
Articles
This issue contains two full-length research articles in English. The first, by Emi Fukusawa, is a report on a longitudinal investigation of the development of English speech acts by Japanese university students during study abroad. Through this study, the author contributes to the growing body of work on language development during study abroad. The second, by Chisato Nonaka, is a report on a qualitative study of desire among teachers at English immersion preschools (EIPs), generally labeled as international schools. Such preschools have become common in Japan but do not seem to have been the object of much research. The author thus contributes to the understanding of a common, but apparently under-researched, site of language teaching and learning in Japan.
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.
From the Editor
The publication of this and all issues of JALT Journal is only possible through the efforts of numerous individuals: the authors of research articles and book reviews, the various editors and production staff, and the reviewers. Individuals in each of these groups make valuable and indispensable contributions to the production of each issue, but here I would like to especially thank our reviewers, who may be members of the Editorial Board or additional readers contacted by one of the editors. The names of additional readers are listed on the inside front cover of each issue. Please note, though, that the readers listed in a given issue are not necessarily, and are actually unlikely to be, the reviewers of articles published in that issue.
As I stated in my prior Editor’s message, JALT Journal is now accepting proposals for special issues. Please see the back of this and future issues for details.
— Eric Hauser, JALT Journal Editor
Errata
The article “Teacher Self-Efficacy and Instructional Speech: How Teachers Behave Efficaciously in the EFL Classroom,” by Akihiro Omote, which was published in Volume 39, No. 2 (2017) of JALT Journal, contains errors in Table 3 and Table 4, both on page 100. The online version of the article contains the corrected tables.
