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This study aimed to enquire about the English foreign language (EFL) doctoral students' perspective, especially in the non-English department, concerning the Indonesian government policy, which obliges an article published in a reputable international journal as a requirement to receive a doctoral degree. Their challenges in publishing their papers in Scopus or Web of Science (WOS)-indexed journals and their resolutions were also analyzed. A mixed-methods technique was used to obtain quantitative and qualitative information. The study consisted of 57 respondents, comprising 25 males and 32 females, who were EFL doctoral students of education departments from five universities. The purposive sampling method with several criteria was used to determine the study participants. Data were then collected through questionnaires and semi-structured interviews. Subsequently, the findings showed that the policy of publishing a paper in Scopus or WOS-indexed journals to obtain an EFL doctoral degree was burdensome to the majority of the students. Other findings showed that the students faced several challenges in publishing their papers in these journals, including language problems, cost of publication, journal selection, lack of experience, duration to publish, writing difficulties, revising, and stress. The actions to resolve these challenges were also provided in this study. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS). Design/methodology/approach: Descriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency. Findings: The study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook–question paper mismatch hampers Bloom's taxonomy-based cognitive skills. Practical implications: This research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes. Originality/value: The research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS. [ABSTRACT FROM AUTHOR]

This research explores how paper and online assessments (OA) can affect EFL learners' personal development variables such as self-esteem, mindfulness, demotivation, and language learning development. Sixty intermediate English as a foreign language (EFL) students participated in the current research and were randomly grouped into the experimental group (EG) and the control group (CG). Before the intervention, the data collection tools assessing language learners' self-esteem, mindfulness, demotivation, and language learning development were administered as pre-tests to all the participants. Subsequently, the EG was taught all lessons of the coursebook, Top Notch 2, by utilizing OA while the CG was taught the identical lessons using a conventional (pen and paper) assessment. In the post-treatment phase, the two groups completed the post-tests on self-esteem mindfulness, demotivation, and language learning progress. The study demonstrated that the EG group outperformed the CG group on the four post-tests. The findings indicate that the intervention of OA significantly enhanced language learning outcomes and psychological well-being regarding the measured personal development variables. The enhanced efficacy in the EG group can be ascribed to the utilization of OA during the treatment phase, which has a beneficial effect on academic and personal development. This study also posits that integrating OA augments psychological engagement and language development among EFL learners. It highlights the implications of the results associating teaching EFL via OA with the observed personal development aspects and attributes them to effects of positive psychology. [ABSTRACT FROM AUTHOR]

This qualitative study investigated how pre-service teachers of English for Speakers of Other Languages (ESOL) experienced and learned from their completion of a reflective project, including a reflection paper and digital storytelling. The participants were 20 graduate students in a program for Teaching English to Speakers of Other Languages (TESOL) at a university in the United States. This study aimed to identify participants' experiences when completing the project and its influences on their learning. The findings demonstrated their diverse performance and perspectives during the tasks, as well as their learning in language, culture, education, and technology. Based on these findings, dialogic hybrid learning and the pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

The paper in hand aims at exploring Moroccan EFL learners' attitudes towards digital reading and word processing as well as the benefits and challenges associated with these two recently spread practices. A convenience sampling technique was utilized by the researchers of the present study to select a sample consisting of 64 EFL learners belonging to the School of Languages, Literature, and Arts, Kenitra. This sample involved 34 males and 30 females whose ages ranged between 21 and 52 years old. The participants were asked to fill out a 5-point Likert scale questionnaire divided into two sections, namely digital reading and word processing. The collected data were then analyzed using the 26th version of Statistical Package for Social Sciences software (SPSS). The findings of the survey indicate that the participants hold positive attitudes towards digital reading and word processing. They also reveal that the informants face challenges in digital reading similar to those they encounter in word processing. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aimed to compare two strategies for vocabulary learning (digital-game-based learning and paper-based learning). The research was conducted during the first semester of the academic year 2022/2023. A total of 40 EFL undergraduate students within the Applied English Program of a private university located in the middle part of Taiwan were selected and divided into two groups: digital-based (n = 20) and paper-based (n = 20). The instrument developed by the researcher was pre- and post-vocabulary tests for both groups. The pre-vocabulary test was implemented to identify the level of students' prior knowledge of vocabulary mastery. For the intervention, Kahoot! quiz exercises were conducted weekly for the digital-game-based group, while the paper-based group received the same quiz on paper every week. The post-vocabulary tests showed no significant difference between the students using digital-game-based quizzes and paper-based quizzes during the six-week intervention. [ABSTRACT FROM AUTHOR]

The teachers of English are always in search of instructional materials (IMs) suitable to the needs of their learners. The experts in the field have discussed different facets of materials development for Teaching English Language and Literature (TELL). They have sought our attention towards one of the major trends in materials design, i.e. availability of sourcebooks. Though teachers have a choice for classroom activities, the materials available in the market appear inadequate to the needs of their learners. To overcome the limitations of available IMs, in the era of emphasis on the use of ICT tools, this article attempts to explore ready-to-use innovative IMs like newspapers in English and Indian languages, note-books, T-shirts, wrappers and question papers. The article divided into two main sections - innovative materials for teaching and innovative materials for testing - tries to make a point that availability of ready-to-use teacherproof materials negates the need to separately design IMs for TELL in Indian classrooms. The state and central textbook preparation boards encourage teachers to use supplementary materials in their classrooms situations. This article is an effort to support teachers and learners for selfinitiative to go beyond the prescribed IMs to cater to their pedagogical needs. [ABSTRACT FROM AUTHOR]

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The issues of whether mobile-assisted English as a foreign language (EFL) reading is effective have become increasingly important for EFL teachers and policy-makers. However, empirical studies investigating EFL students' reading comprehension performance on mobile phones and students' perceptions of these reading formats are lacking. The present research employed questionnaire surveys and semistructured interviews to investigate whether differences exist between mobile-assisted and paper-based EFL reading in terms of participants' reading comprehension accuracy, reading speed, and reading strategy used (i.e. general, problem-solving or support strategies) and explore EFL learners' perceptions of mobile-assisted EFL reading. A sample of 81 first-year college students participated in a quasiexperiment, 6 participants participated in a semistructured interview, and a sample of an additional 10 students participated in a pilot study. The analyses, including qualitative descriptions, mixed-design analysis of variance (ANOVA), paired-sample t-tests, and independent-sample t-tests, indicated that participants achieved superior reading comprehension accuracy when reading from printed paper compared to reading from mobile phones. Superior reading speed from paper was observed only when participants were instructed to read and complete the comprehension test the first time, while no difference in speed between the two reading media was observed the second time. Additionally, participants' use of reading strategies during mobile-assisted EFL reading was not as effective as that during paper reading. Regarding participants' preferences, most participants (79%) preferred reading from paper over mobile phones because hard copies provided a better reading experience and promoted active reading engagement. However, participants held positive attitudes toward mobile-assisted EFL learning and wanted to continue to read from mobile phones to assist their foreign language learning due to their convenient built-in functions and portability. The implications for the use of mobile devices to assist language pedagogical practice are discussed. [ABSTRACT FROM AUTHOR]

This study attempted to examine the effectiveness of a writing course designed with the process genre approach and a blended learning approach (BLA) for teacher trainees, who are at the same time English as a foreign language learners. An action research was designed to implement the course content and collect data in relation to the students’ performances in pen-and-paper and online modes of teaching and learning. The results indicated that the participants’ performances in essay writing improved significantly both during pen-and-paper work and online work. However, when their performances were compared in the two modes of teaching, it appeared that the participants produced better written products when they were taught using the BLA.

Effectively constructing a confident authorial stance and framing one's argument in the context of the ongoing scholarly conversation are important skills for writers to acquire as they gain expertise writing in an academic discipline. Construction of an effective authorial stance is complicated by conventions of avoiding first-person pronouns in many disciplines. Varying practices for authorial positioning across languages and cultures further complicate this process for non-native speakers learning to write research in English. Learning to notice metadiscourse features related to stance can offer students multiple approaches to convey stance with and without using first person pronouns. This article discusses research from English for Academic Purposes (EAP) and composition studies to explore contrasting patterns of stance construction across disciplines, languages, cultures, and academic levels. It then describes a comparative genre analysis assignment in which writers in a required, upper-level WID course, including international students, analyze patterns of stance-related metadiscourse in their own writing and the published work of a scholar in their discipline to increase their rhetorical awareness about framing their perspective in academic arguments. [ABSTRACT FROM AUTHOR]

This study is aimed at exploring the perceptions of ESL teachers about ChatGPT as a detriment to analytical writing skills of graduate students. Since the inception of ChatGPT, an AI-powered tool, the argumentative and critical thinking skills of ESL learners are adversely affected. Analytical writing skill is an essential and valuable academic skill that a learner needs to master. The study is descriptive quantitative in nature with a closedended questionnaire as a research tool. Data comprises of a purposive sample of 30 ESL teachers from various public sector universities of Pakistan. Data is analysed via SPSS version 25 where tables are drawn to represent the statistical findings. Results of the study conclude that incorporation of ChatGPT has become a challenge in ESL classrooms because learners have become prone to malpractices of generating content from ChatGPT and plagiarising the subject matter. Consequently, analytical writing skills of ESL students are deteriorating. Theoretical underpinnings of the study are based upon TPACK framework by Mishra and Koehler (2006). The study a recommends institutes to ensure strict plagiarism policies to avoid malpractices of copy-pasting. Moreover, the study recommends ESL teachers to incorporate classroom tasks in order to promote creative ideation among learners. [ABSTRACT FROM AUTHOR]

Global competition in higher education has facilitated the growth of English‐medium instruction universities in countries where English is not a national language. In Europe, for example, the number of such programs at the bachelor's level has grown from only 55 in 2009 to 2900 in 2017. Colleges of business and management at these universities take a leading role in providing English‐taught programs and courses at undergraduate and graduate levels. A number of management education faculty and administrators encounter challenges related to teaching and course development in English as a second language. One of these challenges is teaching research paper writing. The purpose of this study was to explore how an approach to a research writing course used at a university in an English‐speaking country could be implemented at an English‐medium instruction university. The course involved 153 undergraduate students majoring in management and included seven sessions. To the students and the instructor English was a second language. Data were collected using qualitative and quantitative tools. Overall, the results indicate that a carefully designed course on writing a research paper can increase student writing self‐efficacy in just seven class sessions. We provide implications for instructors and administrators at English‐medium instruction universities and areas for future research. [ABSTRACT FROM AUTHOR]

Abstract: Publishing research papers in English journals is now a requirement for many scientists in developing countries. Writing journal papers in English, the lingua franca of the scientific world, however, often places an additional burden on non-native speaking scientists in EFL settings due to their lack of English proficiency. With these concerns in mind, this paper investigates science journal paper writing in an EFL context, Korea. Two types of questionnaires were administered, one to graduate students and the other to the faculty members of a science and engineering graduate school in Korea. In addition, students and faculty members were interviewed. The results of the questionnaires and interviews showed that the linguistic elements of journal papers were the most problematic areas, while the meta-linguistic features of papers such as the overall structure and paragraph development were perceived to be the most important features of journal papers. The results also revealed that the graduate students and professors were at a disadvantage when writing and publishing papers in English. Suggestions for further research and pedagogical implications are provided. [Copyright &y& Elsevier]

The present study attempted to unveil the differences in the cognitive processes employed in writing in a second language while writing on computer, and with paper and pencil. In doing so, eleven upper-intermediate, Persian-speaking English Language learners wrote texts in response to two International English Language Testing System (IELTS) writing tasks on computer and with paper and pencil. The Cognitive Processes Questionnaire (Weir, et al., 2007) and stimulated recall interviews were employed to collect data. The quantitative and qualitative analysis of the collected data indicated that the participants spent less time on prewriting planning, in the computerized condition, but they paused more often during the writing process for online planning. Furthermore, the participants, in both conditions, spent less time for planning when they wanted to write examples pertinent to their own life experience. The participants, in the computerized writing, tended to evaluate and review the text during the process writing, while in the paper and pencil condition, the evaluation was postponed to the end of the writing process. Longer text revision and a higher number of the rearrangements of sentences and ideas were other features of computerized writing. These findings along with those of other studies can deepen our understanding of second language writing cognitive processes which can benefit second language teachers, curriculum developers, and test developers. [ABSTRACT FROM AUTHOR]

Discourse analysis has been getting increasing attention amongst English as a Foreign Language (EFL) school teachers in many academic fields of study in recent years as a greater number of EFL students are likely to study abroad, especially in English-speaking countries. An abstract genre analysis that focuses mainly on pattern underlying specific text types can be helpful for such language teachers to find out new ideas of teaching reading and writing. This study compares six different abstracts of the research papers in Applied Linguistics by identifying five move structures (Introduction, Purpose, Method, Product, and Conclusion) and fourteen sub-move options of the abstract genre. The study also looks closely at some of the main lexical cohesions (e,g., repetition, synonym, antonym, and hyponymy), grammatical cohesions (e,g., additive, adversative, causal, temporal, anaphoric, cataphoric, comparative, ellipsis, and tense usage). It would be worth investigating how well each abstract of the research papers is organized and what makes its abstract so important in terms of the contents. The paper makes a few suggestions for the future possibility of applying the genre-based ESP (English for Specific Purposes) teaching in secondary - and tertiary - level educational settings in Japan. [ABSTRACT FROM AUTHOR]

As an important and a challenging source-based writing task, synthesizing offers rich opportunities to explore the connections between reading and writing. In this article, we report findings from a qualitative study of two Chinese students' learning experiences with academic synthesis writing in a university ESL composition course. Specifically, we discuss how the two students' understanding of synthesis and sources influenced their synthesis writing practices and how they perceived the connections between their reading strategies and synthesis writing processes. Our results reveal that the students' understanding of synthesis and the functions of sources played a crucial role in learning to synthesize, as did their ability to use rhetorical reading strategies to complete this new literacy task. We argue that whether second language (L2) students understand the complex reading-writing relationships underlying synthesizing is crucial for their successful textual production. These findings carry valuable implications for understanding reading and writing connections and teaching L2 source-based writing. [ABSTRACT FROM AUTHOR]

This study investigated whether young Korean students learning English as a foreign language (EFL) engage in similar processes when responding to reading comprehension questions delivered in two different test-presentation modes: paper and computer. It examined the relationship between the two modes and test-takers' reading comprehension strategies, as well as the degree to which the test-takers' reading proficiency moderates this relationship. Eighty-four Korean middle school EFL learners took both paper-based and computer-based reading comprehension tests and filled out a questionnaire of reading and test-taking strategies as well as a background questionnaire and a posttest survey. Results revealed that there was no statistically significant difference between the participants' scores on the reading tests delivered on paper and computer, and there were very few statistically significant differences in strategy use between the two modes. On the other hand, there were clear differences in the strategies used by learners with different levels of English reading proficiency. Despite the similarities in test performance and strategy use between the two modes, the majority of participants preferred taking the test on paper and reported difficulties with the computer mode – a finding that might be due to the participants' lack of familiarity with reading English on a computer screen. [ABSTRACT FROM AUTHOR]

Copyright of Tejuelo: Didáctica de Lengua y Literatura is the property of Tejuelo. Didactica de la Lengua y la Literatura. Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article attempts to analyse the relationship between the Student Learning Outcomes (SLOs) and evaluation systems of two simultaneously existing examination systems in Pakistan: Secondary School Certificate (Matriculation) and Cambridge O Level system. The major concern of the paper lies in observing the targeted outcomes of the two types of examination systems in the light of the aims and objectives specified by the two systems. One paper from each testing system has been analysed and the prospective outcomes have been matched with their exclusive aims provided by their respective boards. Results show that both the systems, in their own distinct syllabi, aim at making the students proficient in the learning of English as foreign language through a system that involves skills which are incorporated into the learners and then tested so as to make them proficient in the language. The evaluation system, however, differs widely in both. Matriculation assessments are purely a test of memory and assess the students' ability on the basis of discrete implementation of skills in the questions while the Cambridge O Level system offers as process-based learning of the language by keeping in view a holistic approach of applying various modes of skills in to its question papers. Hence, a reformation in the system of evaluation as well as that of teaching needs to be promoted to meet the prescribed outcome mentioned in the syllabus of Punjab Board. [ABSTRACT FROM AUTHOR]

Abstract This study examines the first draft and the published version of the Discussion sections of 20 medical research articles produced by Chinese doctoral students to track the changes in Theme-Rheme structure made in the process of revision. The results show that the modifications included conjunctive adjuncts and coordinating conjunctions that were used improperly in the first drafts. Half of the projecting clauses starting with the first person pronoun " we " were changed. More than half of the long, fully lexicalized pre-subject ideational components were modified so that the topic-revealing information could be reached more quickly. Most importantly, the majority of information discontinuity, represented by deviated thematic progressions, was adjusted through revision, which greatly increased the readability of the papers. In summary, the modifications in terms of Theme-Rheme structure are prominent and contribute essentially to the readability as well as publishability of the articles. Novice ESL/EFL research writers may lack and need the knowledge of the structure even though they are advanced language learners/users. It is recommended that explicit instructions regarding the structure be incorporated in a graduate-level writing class and teacher training be performed to ensure effective instruction. [ABSTRACT FROM AUTHOR]

The restricted time allocated to courses and the immediate need to read literature in English necessitates the teaching of selective reading in many English as a foreign language contexts. This paper reports on one element of an expeditious (quick, effective, efficient and selective) reading course for learners in an English for Academic Purposes (EAP) context. It details how postgraduate students of chemistry in a Tunisian university are taught to read titles of empirical research papers, as this becomes as important as reading abstracts for fast-tracking relevant data. Analysis of the literature in the field of technical writing identifies four types of titles. Based on this classification, the course component aims at raising the learners' awareness of the linguistic exponents that typify titles, and making them appreciate the importance of titles and their classification. The paper details how this single strategy fits into an expeditious approach to the teaching of reading. [ABSTRACT FROM AUTHOR]

Through this study of the lexicon in learning English as a foreign language, we see that learning the lexicon is a sine qua non for learners since it is thanks to it that they will access effective communication. Also, the integration of digital technology in the teaching-learning of languages is not new, but the web and the great diversity of tools that are increasingly easy to use seem to have had an accelerating effect. So, this research took place in The Ankara University Private Foundation & Anatolian High School (ANKU) in Ankara for the use of digital technology in the context of consolidating lexical memorization in languages. Based on this research, we will ask the question of the effectiveness of memory replays via digital technology in the context of a consolidation of lexical memorization in the medium term versus the use of paper supports. The experiment was carried out in an establishment whose students mainly have a relatively high socio-economic profile. This is a Secondary class, with heterogeneous levels. We will highlight here the fact that in English lessons, students have used the Socrative online exerciser on several occasions since the start of the year on a computer in the computer room for formative assessments (as training and self-evaluation) preceding summative evaluations on paper and that they were therefore accustomed to this digital medium during the experience. [ABSTRACT FROM AUTHOR]

Designing standardized exams for EFL undergraduates is a matter of great concern in pedagogical practices that assess learners' academic achievements. This case study was conducted at Majmaah University, Saudi Arabia, to explore the significance of educational exam standardization and its impact on the process of implementation, leading to a balanced and equitable assessment of English language skills. During the study, 250 final English skill exam questions of two semesters were analyzed. A mixed-method approach using a questionnaire and Focused Group Discussion was adopted to collect relevant data. The quantitative data were analyzed using SPSS 16, and the qualitative data was processed by thematic analysis. The quantitative data results showed that questions were balanced, valid, and reliable in language skill exam papers designed for undergraduate English students. The qualitative data revealed four major themes -- standardization of questions, the efficacy of Bloom's taxonomy, assessment/evaluation, and alignment of the question with learning outcomes. These emerging themes highlighted the effectivness of standardizing exam papers, identified problems, and suggested ways of improvement. The study indicates that exams must be scrutinized for the sake of standardization in terms of maximum course coverage; the variety in the question item; clear, concise, and precise instructions; validity and reliability of exam papers; and the alignment of questions with the course and program learning outcomes to ensure the implementation of the revised Bloom's taxonomy. The study suggests, to generalize the results, that further investigation should be done in another Saudi university for the sake of comparison. [ABSTRACT FROM AUTHOR]

Despite Palestinian university students' problems with the Test of English as a Foreign Language Internet-based Test, no researchers approached this research area in the Palestinian English as a Foreign Language context. The present study attempted to answer a question focusing on Palestinian university students' problems with the reading sections of the Test of English as a Foreign Language Internet-based Test and the revised Test of English as a Foreign Language paper-delivered test. The participants were 65 fourth-year students studying English at Al-Aqsa University. The researcher employed four instruments: a test, a group semi-structured interview, and two individual semi-structured interviews. Results showed the students' problems with the reading sections of the two types of tests, such as the irrelevance of the topics of the tests to the students' content background knowledge, students' lack of exposure to lengthy passages, students' slow reading speed, and the students' lack of linguistic proficiency. Additionally, the study offered many recommendations for Educational Testing Service experts and Al-Aqsa university students and instructors. [ABSTRACT FROM AUTHOR]

The low proficiency attainment in English language among Malaysian learners has been given main attention in Malaysia Ministry of Education's plan to further improve education. Part of the plan is by introducing literature components in the teaching and learning of English language curriculum. This has immediately changed the scenario of teaching and learning in English language classroom. This paper will review past studies related to the implementation of Literature component in English language by looking specifically at the teacher's roles since teachers are the direct factor contributor in learners' process of learning and teaching. Apart of roles in the learning process, teachers' approaches employed in teaching literature component will be critically reviewed in this paper and suitable approaches available in teaching literature in English will be put forward. [ABSTRACT FROM AUTHOR]

This study compared the effects of computer-mediated (CM) versus pen-andpaper (P&P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language (EFL) learners writing two descriptive texts collaboratively and receiving in-class training in the identification and correction of grammatical, lexical, and mechanical errors. Participants were provided with unfocused direct error correction (EC). Error logs were used to facilitate noticing of teacher corrections (i.e., feedback processing). Dyads were required to rewrite their texts for evidence of feedback uptake. Results indicate that writing collaboratively on the computer with the availability of the Internet contributes to increased grammatical and lexical accuracy. No differences were found between writing environments regarding feedback processing or accuracy of rewritten texts. [ABSTRACT FROM AUTHOR]

With the exponential rise in scientific research as a result of the spread of information technology, there is an emerging need to process and systemize the information contained in such publications in both national and international settings. The academic journals, in paper as well as electronic forms, are the most used channels of academic communication among researchers, due to the confidence that this information resource enjoys and the standards it applies. In addition, new ideas and developments appear in academic journals long before the books refer to them. Articles, topics, and issues of concern are published in them that do not appear in book form. In this background, this study investigates the research trends in 179 ESL/EFL published studies in ELT Journal and TESOL Quarterly, journals that are acclaimed universally as the setters of research benchmarks. Results show that the focus subjects in these classify into subcategories (trends) which include Global English and Lingua Franca, learner’s issues, teacher’s issues, cultural perspectives, assessment issues, and ESL research methodology and Multimedia & ICT in Language Education. Noticeably, researchers preferred to qualitatively study the Teaching Practices and Methods (f=43) and Global English and Lingua Franca (f=39). However, gaps are perceptible in the ongoing trends to fill which the study makes certain recommendations in its conclusion. [ABSTRACT FROM AUTHOR]

International conference presentations represent one of the biggest challenges for academics using English as a Lingua Franca (ELF). This paper aims to initiate exploration into the multimodal academic discourse of oral presentations, including the verbal, written, non-verbal material (NVM) and body language modes. It offers a Systemic Functional Linguistic (SFL) and multimodal framework of presentations to enhance mixed-disciplinary ELF academics' awareness of what needs to be taken into account to communicate effectively at conferences. The model is also used to establish evaluation criteria for the presenters' talks and to carry out a multimodal discourse analysis of four well-rated 20-min talks, two from the technical sciences and two from the social sciences in a workshop scenario. The findings from the analysis and interviews indicate that: (a) a greater awareness of the mode affordances and their combinations can lead to improved performances; (b) higher reliance on the visual modes can compensate for verbal deficiencies; and (c) effective speakers tend to use a variety of modes that often overlap but work together to convey specific meanings. However, firm conclusions cannot be drawn on the basis of workshop presentations, and further studies on the multimodal analysis of ‘real conferences’ within specific disciplines are encouraged. [ABSTRACT FROM AUTHOR]