On Identity, Motivation, and Multilingual Education in Asian Contexts
-
Yujun Liu
Yujun LIU is a PhD student at the Faculty of Education, University of Malaya, Malaysia. His research interests focus on issues in EFL teacher identity and technology-enhanced language teaching.
Junjie (Gavin) WU is Assistant Professor of Applied Linguistics at Shenzhen Technology University. He is Book Review Editor of TESL-EJ and he serves on the committee of PacCALL, GLoCALL, and ICFULL. His latest publications can be found in Computer Assisted Language Learning, Language in Society, Australasian Journal of Educational Technology, Journal of Education for Teaching, and RELC Journal. His edited book Language Learning with Technology: Perspectives from Asia was published by Springer in 2021. He is currently editing special issues for CALL-EJ and the International Journal of TESOL Studies.
© 2022 BFSU, FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy
Articles in the same Issue
- Frontmatter
- Early Bilingual Vocabulary Development Among Low-SES Ethnic Minority Learners in China: The Case of Uyghur and Kazak Children
- “Even I Can Do It”: Chinese Ethnolinguistic Minority Learners’ Investment in Creative Writing and Its Impact
- Research on the Students’ Attitudes Towards Multilingualism: Li Minority Students in Hainan
- Teaching Chinese to Ethnic Minority Students in Hong Kong: A Systematic Review
- Language Education for Ethnolinguistic Minority Students in China: A Review
- On Identity, Motivation, and Multilingual Education in Asian Contexts
- Teacher Development
- Motivational Practices in Foreign Language Teaching: From the Perspective of Self-Determination Theory
- English Teachers’ Beliefs About Multilingual Awareness in L3 Learning and Their Teaching Practice in Chinese EFL Context
- Cross-Cultural Communications
- Developing Students’ Intercultural Communicative Competence Through Threads of Personal Experiences: A Reflective Approach
- Second Language Writing
- Effects of Written Corrective Feedback on College EFL Students’ Writing Accuracy and Linguistic Knowledge Acquisition
- Discourse Analysis
- Exploring Generic Features in China-Africa Corporate Advertising: A Critical Genre Analysis
- Abstracts
- Chinese Abstracts
Articles in the same Issue
- Frontmatter
- Early Bilingual Vocabulary Development Among Low-SES Ethnic Minority Learners in China: The Case of Uyghur and Kazak Children
- “Even I Can Do It”: Chinese Ethnolinguistic Minority Learners’ Investment in Creative Writing and Its Impact
- Research on the Students’ Attitudes Towards Multilingualism: Li Minority Students in Hainan
- Teaching Chinese to Ethnic Minority Students in Hong Kong: A Systematic Review
- Language Education for Ethnolinguistic Minority Students in China: A Review
- On Identity, Motivation, and Multilingual Education in Asian Contexts
- Teacher Development
- Motivational Practices in Foreign Language Teaching: From the Perspective of Self-Determination Theory
- English Teachers’ Beliefs About Multilingual Awareness in L3 Learning and Their Teaching Practice in Chinese EFL Context
- Cross-Cultural Communications
- Developing Students’ Intercultural Communicative Competence Through Threads of Personal Experiences: A Reflective Approach
- Second Language Writing
- Effects of Written Corrective Feedback on College EFL Students’ Writing Accuracy and Linguistic Knowledge Acquisition
- Discourse Analysis
- Exploring Generic Features in China-Africa Corporate Advertising: A Critical Genre Analysis
- Abstracts
- Chinese Abstracts
