The European Journal of Applied Linguistics and TEFL Volume 7 Number 1

List of contributors and affiliations: XIAOMING XUN AND GARY BARKHUIZEN, UNIVERSITY OF AUCKLAND, NEW ZEALAND; CSABA KÁLMÁN, EöTVöS LORÁND UNIVERSITY, HUNGARY; NATALIE DONOHUE, VOLDA UNIVERSITY COLLEGE, NORWAY; MARTIN LAMB, UNIVERSITY OF LEEDS, UK; SIMON BORG, WESTERN NORWAY UNIVERSITY OF APPLIED SCIENCES, NORWAY; EMILY EDWARDS, ROSALIE GOLDSMITH, CAROLINE HAVERY, PAMELA MORT AND DEBORAH NIXON, UNIVERSITY OF TECHNOLOGY SYDNEY, AUSTRALIA; GREGORY PAUL GLASGOW, KANDA UNIVERSITY OF INTERNATIONAL STUDIES, JAPAN; JEREMIE BOUCHARD, HOKKAI-GAKUEN UNIVERSITY, JAPAN; ELENA ON¿EVSKA AGER, SAINTS CYRIL AND METHODIUS UNIVERSITY, NORTH MACEDONIA; DANIELA BA¿OVÁ AND JACQUI HARRISON, UNIVERSITY OF BOLTON, UK; DOROTA WERBI¿SKA, POMERANIAN UNIVERSITY IN S¿UPSK, POLAND; LADA SMIRNOVA, UNIVERSITY OF LEEDS, UK; CARLO CINAGLIA, D. PHILIP MONTGOMERY AND PETER I. DE COSTA, MICHIGAN STATE UNIVERSITY, USA.

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of applied linguistics. Strong preference is given to contributions relating to second language acquisition, EFL/ESL pedagogy, English language teacher training and classroom innovation. This issue includes ten articles presenting the latest research and scholarship from the United Kingdom, Mexico, the Netherlands, Norway, Vietnam, Belgium, Australia, Iran, Armenia, the United States and China and covers important topics in the field, including: ¿ students' self-assessment of proficiency and progression ¿ inviting the student's voice through a dialogic approach ¿ students' perceived effects of in-class debates ¿ fostering literacy in adolescent EFL classrooms ¿ teachers' perceptions of task-based language teaching ¿ academic writing instruction ¿ blending English for General Purposes with English for Specific Purposes in course design.