Ali H. Al-Hoorie is an Associate Professor of English Language at the Royal Commission for Jubail and Yanbu, Saudi Arabia. He completed his PhD at the University of Nottingham under the supervision of Professors Zoltán Dörnyei and Norbert Schmitt. His research interests include motivation theory, research methodology, and complexity.
Mihajla Ćavar Portolan is an English language teacher and a PhD candidate at University of Zagreb, Croatia. She is currently working on her dissertation and teaching English language to students of all levels. Her research interests center around vocabulary learning strategies and pragmatic competence of young learners.
Nathaniel Carney is Professor of English at Kobe College and an adjunct faculty member in the Graduate College of Education at Temple University. His research interests include second language acquisition, CALL, and teacher education. He is currently investigating ways technology can be used to personalize language learning experiences.
Muthita Chinpakdee is a lecturer at Chiang Mai University, Thailand. Her current research interests include autonomy in language learning and teaching, learning strategies, and teacher development.
His-Chin Janet Chu, a Retired Professor from National Taiwan Normal University's English Department, specialized in second-language reading strategies. Contact: hcchu@ntnu.edu.tw, No. 162, Sec. 1, HePing E. Rd., Taipei 106.
Ali Derakhshan is Associate Professor of Applied Linguistics at the English Language and Literature Department, Golestan University, Gorgan, Iran. His name appeared in Stanford University's list of world's top 2% most influential scientists in 2022. His research interests are positive psychology, teacher education,learner individual differences, educational psychology, and intercultural communication.
Peter Yongqi Gu is Associate Professor at the School of Linguistics and Applied Language Studies, Victoria University of Wellington, New Zealand. Dr Gu’s research interests mainly focus on “learner autonomy and learning strategies”, “language testing and assessment”, and “vocabulary acquisition”. He publishes widely on these and related topics.
Xuejun Guo is a lecturer in the College of Teacher Education, Ning Bo University. Her research interests include curriculum development and Chinese language teacher education.
Phil Hiver is an Associate Professor in the School of Teacher Education at Florida State University. His research investigates the complex and dynamic interface of individual differences and instructed language learning. He also writes on innovation in applied linguistics research, open science, and methods for studying complex dynamic systems.
Yi-Ting Hsu is an alumna of the Department of English at National Taiwan Normal University. Her research centered on pedagogical approaches in foreign language instruction. She can be reached at National Taiwan Normal University, No. 162, Sec. 1, HePing E. Rd., Taipei 106, Taiwan. Email: peichun@ntua.edu.tw.
Dr. Beverly J. Irby is a Texas A&M University System Regents Professor and Senior Associate Dean for Academic Affairs in the School of Education and Human Development. Her primary research interests center on issues of social responsibility, including English as a second language education, administrative structures, curriculum, and instructional strategies.
Eva Jakupčević is a research and teaching assistant at the University of Split, Croatia. Her research interests include the pragmatic competence of young language learners and English language textbooks for young learners. She has published several papers and co-authored a volume (in Croatian) on writing in early English language learning.
Kiwamu Kasahara is a Professor at the Faculty of Education at Hokkaido University of Education, Japan. His research focuses in L2 vocabulary acquisition, and he is particularly keen on how to elicit pedagogical implications from L2 vocabulary studies. His research has examined the effects of known-and-unknown two-word combinations, spaced learning, and testing on intentional vocabulary learning. His work has appeared in Journals such as System, Language Assessment Quarterly, and International Review of Applied Linguistics in Language Teaching.
Hyun Soo Kim studied at Chung-Ang University in South Korea, under the supervision of Prof. Jang Ho Lee, and received her Master’s degree in Second Language Learning. Currently majoring in Computer Science at Concordia University, her interests include AI applications in language learning and algorithmic justice in language translation.
Rafael Lara-Alecio is a Texas A&M University System Regents Professor and the Director of the Center for Research & Development in Dual Language & Literacy Acquisition. He has authored and/or co-authored over 175 refereed publications. His primary areas of research are in assessment, evaluation, and bilingual content area instruction.
Jang Ho Lee is presently a Professor in the Department of English Education at Chung-Ang University, South Korea. His work has focused on the bilingual approach to L2 instruction and CALL. His papers have been published in Language Teaching Research, Language Learning, Applied Linguistics, Modern Language Journal, ELT Journal, etc.
Hansol Lee received his Ph.D. in Education from the University of California, Irvine, and is a Professor at the Korea Military Academy. His research interests include educational technology and research methods, and his work has been published in Review of Educational Research, Educational Research Review, Applied Linguistics, Language Learning, etc.
Jui-Teng Li is an Assistant Director for Research and Evaluation in College Access Partnerships at Appalachian State University. His professional background and quantitative research interests focus on: (a) cognitive biliteracy development in content area subjects; (b) curriculum reform and instructional design; (c) program evaluation and assessment; (d) pre-service and in-service bilingual/ESL/world language teacher education; and (e) college readiness.
Guan Ying Li is a senior specialist at the Center for Teaching and Learning Development, National Taiwan University. She is also an Adjunct Assistant Professor at the Center for General Education. Her research interests include reading and writing for academic purposes, language teacher education, and Inquiry-based learning.
Lin Lin is an Associate Professor in the International Culture Exchange School at Shanghai University of Finance and Economics. Her research interests include strategy use of second language learners in Chinese reading, individual indifferences in self-regulated learning and language assessment literacy of Chinese language teachers.
Yeu-Ting Liu is a Professor in the Department of English at National Taiwan Normal University, specializing in bilingual lexical processing and cognitive development in advanced second language learners. For correspondence regarding this work, contact: yeutingliu@ntnu.edu.tw, National Taiwan Normal University, No. 162, Sec. 1, Heping E. Rd., Da’an District, Taipei 10610, Taiwan, R.O.C.
Paul Leeming is a Professor in the Faculty of Economics at Kindai University in Osaka, Japan. He has taught at several universities and also at the junior and senior high school levels in Japan. His main research interests include group dynamics within the language classroom, classroom interaction, motivation, and speaking.
Diane Neubauer completed her PhD in Foreign Language and ESL Education at the University of Iowa in 2022. She taught Mandarin Chinese for 10 years in K-12 schools in the US. She now works in teacher education at University of Iowa and Arizona State University Mary Lou Fulton Teachers College, and as a consultant in language education and research.
Fuhui Tong is Professor and Interim Associate Provost and Dean of the Texas A&M University Graduate and Professional School. She has published 80+ refereed publications. Her research interests include second language and literacy development and assessment for students in bilingual and English as a second language settings.
Hector Rivera is Associate Professor of Bilingual/ESL Education at Texas A&M University. His scholastic work has appeared in books, peer-reviewed articles, and state level bilingual curriculum for Texas, California and Florida. He has provided youth academies and capacity-building workshops to youth and local communities in Peru, Mexico, Guatemala, El Salvador and Greenland.
Wen-Ta Tseng, Professor at the Department of Applied Foreign Languages at National Taiwan University of Science and Technology, specializes in second/foreign language assessment and quantitative methods. Contact: wenta.tseng@gmail.com, No.43, Sec. 4, Keelung Rd., Da'an Dist., Taipei City 106, Taiwan.
Joseph P. Vitta is an Associate Professor at Kyushu University. He earned his doctorate from Queen's University Belfast and his research interests include L2 research synthesis, EAP writing, and L2 vocabulary and word difficulty. He has published extensively in these areas.
Reuben Vyn earned a Ph.D. in Foreign Language & ESL Education at the University of Iowa in 2019 where his research addressed the teaching, learning, and testing of languages. He now manages teams of language experts on all aspects of test development for various performance and proficiency-based assessments at ACTFL.
Pamela M. Wesely is a Professor of Multilingual Education and the Associate Dean for Faculty and Academic Affairs in the College of Education at the University of Iowa. Dr. Wesely’s scholarship and teaching examines the attitudes, perceptions, and beliefs of stakeholders in K-12 world language education in the United States.
Janice Wu holds an Education Specialist degree in curriculum and instruction from Florida State University and a master’s degree in TESOL from the University of North Carolina at Charlotte. She has taught English, Chinese, and Spanish in public and private schools and currently works in higher education administration.
Akifumi Yanagisawa is an Assistant Professor at the Faculty of Humanities and Social Sciences at the University of Tsukuba, Japan. His research focuses on L2 vocabulary acquisition, and he is particularly interested in cognitive factors that influence vocabulary learning. His studies have examined different factors and learning conditions such as task-induced involvement load, retrieval, and glossed reading. His work has appeared in journals such as Language Learning, Studies in Second Language Acquisition, and Modern Language Journal.
