TESOLANZ Journal Volume 23 2015

TESOLANZ Journal Volume 23 2015

CONTENTS


EDITORIAL
................................................................................................................. i
ARTICLES
Higher order thinking skills and language learning: Presenting a model for
incorporating creativity and critical thinking into classroom activities and
language tasks................................................................................................................. 1
Sean Grant
The value of reader-engagement features in self-improvement books for limited
English proficiency readers .......................................................................................... 17
Dong Liang Koay
Affordances for high school students learning English in rural areas in Vietnam ....... 27
Cuong Pham
Google Docs and English language learning: Reflections from a secondary
school ESOL classroom................................................................................................ 41
Wendy Kwan
REPORTS
Investigating a science vocabulary list in university medical textbooks……………..55
Averil Coxhead & Betsy Quero
BOOK REVIEWS
Worlds of written discourse: A genre-based view
Reviewed by Farnaz Rajabi Mehr ................................................................................ 66
Second language identities
Reviewed by Morena Botelho de Magalhães................................................................ 67
Introduction to healthcare for interpreters and translators
Reviewed by Jo Anna Burn........................................................................................... 69
English language teaching textbooks: Content, consumption, production
Reviewed by Rosemary Wette….................................................................................... 70
Teacher evaluation in second language education
Reviewed by Elba S. Ramirez ....................................................................................... 72
Innovation and change in English language education
Reviewed by Patrick Coleman...................................................................................... 74
The multilingual turn: Implications for SLA, TESOL and bilingual education
Reviewed by Louisa Buckingham ................................................................................. 75
Collaborative writing in L2 classrooms
Reviewed by Rosemary Wette ....................................................................................... 77


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