In This Issue
Articles
This issue contains four full-length research articles in English. The first article by Michael Burri is a case study that examines the development of the practices and cognition of a Japanese teacher about English pronunciation over a 5-year period. The following article by Akiko Kondo analyzes the relationship between phonological short-term memory (PSTM) capacity and the reading proficiency of Japanese English as a Foreign Language (EFL) learners. Thirdly, Junko Toyoda, Tomoko Yashima, and Scott Aubrey collaborate to investigate whether task-based learning (TBL) can foster situational L2 Willingness to Communicate (WTC) in novice learners of EFL at the lower secondary school level. Lastly, Paul Leeming’s research empirically evaluates the degree to which teachers and students can identify leaders that emerge while conducting group work in the language classroom.
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.
From the Editor
As we continue to navigate these uncertain times, the JALT Journal editorial team remains committed to ensuring that you receive most current and innovative research conducted in the Japanese context. We wish you all continued safety, good health, and good spirits.
Our deepest gratitude goes out to Yo In’nami and to Natsuko Shintani, who have served as the JALT Journal Japanese-Language Editor and Associate Editor respectively, and sadly, who will be leaving us this year. They will be sorely missed for their steadfast dedication to the oversight and screening of potential Japanese-language contributions to the journal. At the same time, we would like to give a warm welcome to Kiwamu Kasahara, who will take over as the Japanese-language Editor. In addition, we would also like to welcome Rintaro Sato, who has just joined our team as Japanese-language Associate Editor. We are very happy to have you both on board!
Finally, we continue to thank our Editorial Advisory Board, Additional Readers and proofreaders for their continual support and diligence. We are always seeking more Readers to support the peer review process, so if you have research and/or academic writing experience and would like to read up to three manuscripts a year in your area of interest, please let us know. We would also be happy to hear from those of you interested in assisting us with the proofreading of manuscripts. Readers with experience in the following areas would be particularly welcome:
- quantitative analysis
- team-teaching
- second language teacher education (SLTE)
- language assessment
Please contact us at <jaltpubs.jj.editor at jalt.org> for further information about the opportunities above. We look forward to hearing from you.
—Gregory Paul Glasgow, JALT Journal Editor
