Asian EFL Journal Volume 23 Issue 3.1 May 2019

Research Articles

1. Tanya M. McCarthy and Matthew I. Armstrong
   Peer-Assisted Learning: Revisiting the Dyadic Interaction Process in L2Academic Writing
2. Masumi Kojima, Takumi Ishii, Hirosada Iwasaki, and Yoriko Harada
   Metadiscourse in Japanese EFL Learners’ Argumentative Essays: Applying the Interpersonal Model
3. Wang Chen
   The Relationship between Vocabulary Knowledge and Use of Chinese Tertiary Learners
4. Duckhee Sung and Levi McNeil
   Professional Development Experiences in Reading Comprehension Instruction:
   L2 Teacher Reactions to Strategic Approaches in South Korea
5. Shaofei Lu
   “You Should Force Us to Talk.”—Symbolic Power, National Rhetoric, and Oral English in China
6. Ryan Lege
   Typography’s Effect on Language Learners’ Reading Processes: An Eye Tracking Study

Book Reviews

1. Hadingham, Oliver
   Ball, P., Kelly, K., Clegg, J. (2016). Putting CLIL into Practice, Phil Ball, Keith Kelly, John Clegg, Oxford: Oxford University Press.
2. Kohnke, Lucas
   Fenner, D.S. & Snyder, S. (2017). Unlocking English Learners’ Potential. Thousand Oaks, CA: Sage Publications.