What sort of papers can one expect to see in a regional journal like this? First, we should not be surprised to find an emphasis in specific problems of teaching in Asian countries: three of the papers in this issue do in fact look critically at such topics as teacher perceptions of a standardized national test in Iran, suggestions to improve late immersion teaching in Hong Kong and an evaluation of the effectiveness of English teaching in Laos, bringing scholarly investigation to bear on matters that seem to require improvement. While local, they deal with issue of wide concern. The others deal with topics that are also important wherever English is taught as a foreign language: they include an empirical study of the methodology of investigating learner strategies, a study of variation in classroom presentation of textbook material as two different teachers interact with different classes, an essay presenting arguments for the importance of standard English and arguing against localized variants, an effort to correlate interest in selected topics and reasons for wanting to learn English, and an investigation of differences of reading strategy with printed and web material. Second, as I have previously remarked, the studies tend to have comparatively small numbers of subjects, and to report fairly shortterm studies. They are essentially reports of research carried out by active teachers without additional funding or released time alongside their other duties. To overcome the difficulties, half of them report work of two or more collaborators. Third, most of them contribute to current issues of concern among researchers in the field, representing new developments and continuations of ongoing concerns. In the circumstance, there is little opportunity for major innovation.
We continue to receive contributions from the full region: this issue includes two papers from Iran (and another set in Iran), one each from China, Hong Kong, Japan, Laos, Malaysia and Vietnam. The quality continues good, showing evidence of the rigorous peer review to which all contributions are submitted. In future issues our review system will be even more strongly bolstered by the addition of several score new readers, selected internationally on the advice of local representatives. And we are exploring the possibility and advantages of finding an international publisher.
The journal continues to grow and serve as a valuable window on the growing professionalism of TEFL scholarship in Asia and the way that it is being supported by research that meets international standards. And we are grateful to Professor Jihyeon Jeon and her team of fellow editors for maintaining this quality. But the guarantee of the standards is ultimately in the hands of the contributors. We depend on you to offer us your best work.
Angel M. Y. Lin (Chinese University of Hong Kong, Hong Kong) Anne Burns (Macquarie University, Australia) Asruddin Tou (Universitas Negeri Yogyakarta, Indonesia) David Nunan (Anaheim University, Hong Kong) Farhat Khan (Aligarh Muslim University, India) Fatma Alwan (UAE Ministry of Education, UAE) Hemamala Vajira Madawala Ratwatte (Open University of Sri Lanka, Sri Lanka) Hyacinth Gaudart (University of Malaya, Malaysia) Jun Liu (University of Arizona, USA) Kensaku Yoshida (Sophia University, Japan) Qiufang Wen (Beijing Foreign Studies University, China) OryangKwon (Seoul National University, Korea) Leo VanLier (Monterey Institute of International Studies, Thailand) Lubna Alsagoff (Nanyang Techological University, Singapore) Malru Vilches (Ateneo de Manila University, Philippines) Mehdi Riazi (Shiraz University, Iran) Michael McCarthy (University of Nottingham, UK) Mick Randall (British University in Dubai, UAE) Mike Levy (Griffith University, Australia) Nasreen Mujahida Ahsan (Aga Khan University, Pakistan) Neil Anderson (Brigham Young University, USA) Richard Baldauf (Lahore School of Economics, Pakistan) Roger Barnard (University of Waikato, New Zealand) Ronald Carter (University of Nottingham, UK) Saran Kaur Gill (Universiti Kebangsaan Malaysia, Malaysia) Shahid Siddiqui (Lahore University of Management Sciences, Pakistan) Stephen Andrews (Hong Kong University, Hong Kong) Thomas Farrell (Brock University, Canada) William Littlewood (Hong Kong Institute of Education, Hong Kong) Won-Key Lee (Seoul National University of Education, Korea) Yasuo Nakatni (Japan, Tokyo University of Science, Japan) Yuko Butler (University of Pennsylvania, USA)
Editorial Board (Editors)
Arifa Rahman (University of Dhaka, Bangladesh) Christine Coombe (Dubai Mem’s College, UAE) David C.S. Li (Hong Kong Institute of Education, Hong Kong) Elinor Saiegh Haddad (Bar Ilan University, Israel) Fuad Abdul Hamied (Indonesia University of Education, Indonesia) He Lianzhen (Zhejiang University, China) Hee-Kyung Lee (Yonsei University, Korea) Jin-Young Shim (Open Cyber University, Korea) Jungmin Ko (Sungshin University, Korea) Kazem Lotfipour-Saedi (Akita International University, Japan) Leslie Barratt (Indiana State University, USA) Mardziah Hayati Abdullah (Universiti Putra Malaysia, Malaysia) Marianne Perfecto (Ateneo de Manila University, Philippines) Mei Lin Caroline Ho (Nanyang Technological University, Singapore) Nobuo Okada (Osaka University, Japan) Olga Sichyova (Amur State University, Russia) Pragasit Sitthitikul (Walailak University, Thailand) Punchalee Wasanasomsithi (Chulalongkorn University, Thailand) RS Gupta (Jawaharlal Nehru University, India) Samina Qadir (Fatima Jinnah University, Pakistan) Toshihiko Suzuki (Waseda University, Japan) Yonglin Yang (Tsinghua University, China) Young-in Moon (University of Seoul, Korea) Yusun Kang (Korea University, Korea) Zoya Profshina (Far Eastern University, Russia)