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Drawing on an analytic framework developed from ethical research guidelines and the relevant literature, this study analyzes and discusses the ways ethical issues were addressed by authors of 72 relevant journal articles on online self-representation in the field of applied linguistics. The results illustrate how researchers undertook efforts to fulfill ethical responsibilities in Internet-based research. They show how researchers’ self-narrated concerns and contextual conditions have mediated ethics-related research practices as reported in these studies. The results indicate the need for researchers to enhance critical awareness and assessment of potential ethical issues when conducting Internet-based research. Such critical awareness is essential for researchers to initiate and sustain an ongoing dialogue concerning ethics-related research practices in Internet-based applied linguistics research.

The study success of international students in Higher Education (HE) in English speaking countries has been a major concern for both the students and the host universities. However, studies on the predictive validity of established language tests, such as IELTS, are inconclusive (for an overview see Daller and Phelan 2013, Predicting international student study success. Applied Linguistics Review 4(1). 173–193). The present study explores the predictive validity of new test formats that could be used in the admissions process alongside the established tests to identify students who are at risk. In the long-term these new test formats have the potential to form the basis of a stand-alone admissions test. The formats under investigation are a gap-filling test (C-test) as test of general language proficiency and several measures of lexical richness (Guiraud, Guiraud Advanced, “D”; see also methodology). All measures were taken at the beginning of an academic year to predict the average grades at the end of the academic year (General Points Average/ GPA). In total 107 international students, mainly from China, with a wide range of subjects participated in the study. A multiple regression analysis including hierarchical models shows that the C-test and “Guiraud” have the highest predictive validity. Given the fact that these two measures can be administered quite easily in a short period of time, we conclude that they have clear advantages over IELTS in the prediction of international student’s study success.

This paper reports on a narrative inquiry of a Hong Kong female undergraduate student’s second language (L2) learning experiences in an English-medium university in Hong Kong, with a focus on her participation in classroom oral activities and identity negotiation. Using ideas from situated learning theory and Norton’s (2000) notions of identity and investment, the paper analyzes how the student negotiated her classroom participation and identities over the course of her studies in the university. Findings suggest that the student’s classroom participation in the English-medium university appeared to be a complex and dynamic process which involved ongoing negotiations of identities, competence and membership in the classroom in response to the challenges she faced. It was found that the student’s participation and identity (re)construction in the classroom were mediated by the contextual complexities in specific classroom communities and were contingent upon the agentive choices made by the student in investing in different classroom activities. Findings also indicate that the student’s participation evolved over time alongside a changing sense of competence and showed signs of gradual yet non-linear progression from peripheral to full participation in the classroom.

The native speaker (NS) traditionally enjoyed a powerful position in language education. Later, critical applied linguists came to question this situation, arguing for the value of the non-native speaking (NNS) teacher. Despite this, research documents the status retained by the NS in language education in Japan. The present study adds to this discussion through an examination of one case in which NS and NNS work side by side: creating and assessing an entrance exam for one university in Japan. Drawing upon ethnographic methods, I examine differences in the involvement of these two groups in these processes with a focus upon the beliefs about language associated with this division of labor. Rather than indicating a situation in which NS linguistic knowledge simply trumped that held by the Japanese faculty, results reveal a more nuanced situation: The Japanese faculty guided the NS to adapt their language to align with what they – the Japanese faculty – viewed as language appropriate for such an exam. This paper is significant in elaborating upon the relationship between the NS and NNS in language education while also shedding light on practices surrounding university entrance exams.

This paper examines the suggestion to postpone instruction on early foreign language learning, from both second language acquisition (SLA) and language planning and policy (LPP) perspectives. Contrary to the widely held belief that SLA research on age effects can inform policymakers as to when to start instruction, this paper demonstrates that such research may not offer much to language policymaking. The paper argues that the use of a more pragmatic approach in the transdisciplinarity of SLA and LPP emphasizing research into the benefits of instruction for children should be the underpinning SLA-based rationale for early foreign language learning policies. The paper contends that collaborative work between policymakers and researchers working in LPP and/or SLA domains in an SLA-LPP consortium could help address the problems occurring in the micro-context of policy interpretation and enactment with a primary focus on input enhancement rather than postponement .

The study abroad homestay enjoys a widespread reputation as a key context for language learning. However, a homestay advantage has been difficult to prove in large-scale quantitative studies. Few qualitative studies examine the long-term developmental processes that can take place in homestays at the micro-ethnographic level. This paper focuses on how one participant, John, gradually developed awareness of the role of compliments and ability to use them for various purposes. Drawing on Vygotskian sociocultural theory, this study analyzes qualitative changes in John’s use of compliments from informal interaction in two homestays across a year. Over time, John learned to use compliments for an array of purposes: expressing appreciation for food, maintaining his hosts’ positive face, developing cordial relationships, and defusing potential conflict. Development in John’s case is evident as he internalized this speech act that he once grappled with, and used it to mediate the behavior of the others when confronted with interactionally and emotionally challenging situations. This process led to John’s ability to participate appropriately as a guest at the Chinese homestay dinner table and to appreciate the subtleties of interpersonal communication that includes unstated expressions of affection.