This is an open access book. AsiaTEFL - TEFLIN - iNELTAL Conference 2022 invites presentations of research and classroom-based articles, symposia and posters as well as conceptual ideas and best practices relevant to the topics of English language and its variety of aspects. Proposal submissions should be no longer than 250-word abstract and 60-word biodata, sent via our abstract proposal submission platform at the conference management system. The platform will require information of: first/given name, last/sur/family name, nationality, affiliation, title, and status of presenter (first, co-presenter, etc.). Notification of acceptance will be emailed on April 8th, 2022.

Zusammenfassung: This is an open access book. ICOLLITE is an annual international conference organized by the Faculty of Language and Literature Education of Universitas Pendidikan Indonesia in the fields of Language, Literature, Culture, and Education. This conference embraces interdisciplinary studies representing advances and fresh studies in the fields of language, literature, culture and education. The aim is to bring together leading scientists, researchers and academic practitioners to exchange experiences and research results on all aspects of language, literature, culture and education. This year, 'Globalization and Its Impacts on Language, Literature, and Culture: Opportunities and Challenges' becomes its theme. Presenters and participants are welcomed to discuss and disseminate current issues and offer solutions to the challenges of our time

This is an open access book. Based on technological developments in learning English, the English Language Education Study Program, Faculty of Teacher Training and Education of Universitas Islam Malang plans to hold the fourth conference (The 4th ICON-ELT 2023) with the theme "The Future of ELT in the Digital Age: Issues and Innovations" on 30–31 August 2023. This conference will explore the challenges and opportunities of teaching English in the digital era. In addition, the sub-themes carry issues related to curriculum, inclusive education, linguistics, etc. This seminar will provide a forum for discussion and collaboration among researchers and English teachers and will allow them to share best practices, experiences, research findings, and innovations in teaching English. The implementation of this international seminar also collaborates with reputable national and international journals so that selected research articles presented at this international conference will be published in national journals accredited by Sinta 1, Sinta 2, and reputable International Journals.

This book takes stock of current research into computer learner corpora conducted both by ELT and SLA specialists. It should be of particular interest to researchers looking to assess its relevance to SLA theory and ELT practice. Throughout the volume, emphasis is also placed on practical, methodological aspects of computer learner corpus research, in particular the contribution of technology to the research process. The advantages and disadvantages of automated and semi-automated approaches are analyzed, the capabilities of linguistic software tools investigated, the corpora (and compilation processes) described in detail. In this way, an important function of the volume is to give practical insight to researchers who may be considering compiling a corpus of learner data or embarking on learner corpus research.The volume is divided into three main sections: • Section 1 gives a general overview of learner corpus research; • Section 2 illustrates a range of corpus-based approaches to interlanguage analysis; • Section 3 demonstrates the direct pedagogical relevance of learner corpus work.

This book combines detailed accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. Points for discussion encourage readers to relate the argument of each chapter to their own context, and the book concludes with some reflections on teacher education.

This edited volume offers a cohesive account of recent developments across the world in the field of learner and teacher autonomy in languages education. Drawing on the work of eminent researchers of language learning and teaching, it explores at both conceptual and practical levels issues related to current pedagogical developments in a wide range of contexts. Global shifts have led to an increase in autonomous and independent learning both in policy and practice (including self-access and distance learning). The book’s scope and focus will therefore be beneficial to language teachers as well as to students and researchers in applied linguistics and those involved in pre- and in-service teacher education. The book concludes with an overview of the state of research in this field, focusing on the (inter)relationships between the concepts of learner and teacher autonomy.

The book examines the impact of poverty and other global crises in generating forms of structural coercion that cause agential and societal underdevelopment. It draws from discourse ethics and recognition theory in criticizing injustices and pathologies associated with underdevelopment.