Notes on Contributors

RogerBarnard, PhD, is an associate professor in applied linguistics at the University of Waikato, New Zealand. Before taking up his present post in 1995, he worked for twenty years in England, Europe and the Middle East. He has recently accepted Visiting Professorships in Japan, Korea and Vietnam to teach undergraduate and postgraduate courses and to undertake joint research projects. His research interests include classroom interaction, teachers’ beliefs and practices, and classroom codeswitching, and he publishes frequently in these areas. Email: rbarnard@waikato.ac.nz

JuanJr.T.Castillois Assistant Lecturer in the Centre for Applied English Studies, University of Hong Kong, Hong Kong, China. He teaches Academic English at undergraduate level and is also involved in curriculum development, being interested in the issue of modality in language testing and how the teaching and learning of formulaic sequences promote second language acquisition. Email: juancas@hku.hk

CatherineDiFeliceBoxis a Doctoral student in Applied Linguistics at Teachers College, Columbia University, USA, specializing in Language Use. Her research interests include teacher training and the qualitative study of talk in institutional settings, with a focus on using the conversation analytic framework to study classroom discourse. She is currently a K-12 TESOL student teaching supervisor and an adjunct faculty member at Teachers College, as well as Editor ofTeachersCollege,ColumbiaUniversityWorkingPapersinTESOL&AppliedLinguistics. Email: cmb2150@columbia.edu

AndrewD.Cohen, PhD, is Professor Emeritus at the University of Minnesota, USA. He is interested in language learner strategies, the learning of second language pragmatics, and language assessment. He has published in numerous journals includingModernLanguageJournal,LanguageLearning, andLanguageTesting, and has authored books on language learner strategies (Pearson, 2011), on pragmatics (with Ishihara) (Pearson, 2010), and on language assessment (Cengage, 1998), and an edited book on learner strategies (with E. Macaro) (Oxford University Press, 2007). Email: adcohen@umn.edu

SarahChepkiruiCreideris a Doctoral student in Applied Linguistics at Teachers College, Columbia University, USA, specializing in Language Use. Her interests include conversation analysis, institutional discourse, teacher-student interaction, and teacher training. She has taught English in Europe and the USA, specializing in curriculum and methods for adults with limited first language literacy. Email: scc2120@tc.columbia.edu

XuesongGao, PhD, is Associate Professor at the Faculty of Education, University of Hong Kong. His research interests include language learner autonomy, sociolinguistics and teacher education. He has published extensively in journals includingAppliedLinguistics,EnglishLanguageTeachingJournal,System,TeachingandTeacherEducationandTESOLQuarterly. In addition, he had a research monograph on Strategic Language Learning with Multilingual Matters. He serves as an associate editor forSystemand president for Hong Kong Association forAppliedLinguistics. Email: xsgao@hku.hk

ChristineC.M.Goh, PhD, is Professor of Linguistics and Language Education at the NIE, Nanyang Technological University, Singapore. Her interests include listening and speaking development, metacognition in language learning, small group talk and thinking, discourse intonation of speakers of EIL, and teacher cognition. She has published many articles and books in these areas, includingTeachingSpeaking:AHolisticApproach(with Anne Burns) (Cambridge University Press),TeachingandLearningSecondLanguageListening:MetacognitioninAction(with Larry Vandergrift) (Routledge). Email: Christine.goh@nie.edu.sg

GuangweiHu, PhD, is Associate Professor at the NIE, Nanyang Technological University, Singapore. His current research covers academic discourse, bilingualism and bilingual education, home (bi)literacy practices and acquisition, metalinguistic awareness, and second language acquisition. His research articles have appeared in many edited volumes as well as international journals such asStudiesinSecondLanguageAcquisition,JournalofPragmatics,LanguageAwareness,LanguageLearning,LanguagePolicy,LanguageTeachingResearch,ReviewofEducationalResearch,System,TeachersCollegeRecord, andTESOLQuarterly. Email: Guangwei.hu@nie.edu.sg

ReikoKomiyama, PhD, is Assistant Professor at California State University, Sacramento, CA, USA. She is interested in ESL/EFL teacher training, especially in the areas of second language reading and student motivation. She has published inEnglishTeachingForumandReadinginaForeignLanguageand presented at the annual conferences of the TESOL International Association (TESOL) and the American Association for Applied Linguistics (AAAL), Second Language Research Forum (SLRF), and the International Association for Applied Linguistics Congress (AILA). Email: rkomiyama@csus.edu

PingLiis a lecturer in the School of Humanities at the Beijing University of Posts and Telecommunications. She is interested in computer-assisted language learning (CALL), language teaching, and translation and interpretation studies. She has published in English in theInternationalJournalofPedagogiesandLearning,TheoryandPracticeinLanguageStudies, and theEuroCALLConferenceProceedings. Email: byliping@163.com

VictoriaMurphy, PhD, is Associate Professor in the Department of Education, University of Oxford, Oxford, UK. She is interested in vocabulary learning and child L2 development and has published in a range of journals such asStudiesinSecondLanguageLearning,LanguageLearning, andTESOLQuarterly. Her 2014 book,SecondLanguageLearningintheEarlySchoolYears:TrendsandContexts, is to be published by Oxford University Press. Email: victoria.murphy@education.ox.ac.uk

FredrickaL.Stoller, PhD, is a professor at Northern Arizona University, USA. She is interested in second language reading, disciplinary writing, project-based learning, and content-based instruction. She has published inEnglishforSpecificPurposes,EnglishTeachingForum,TESOLJournal, andJournalofEnglishforAcademicPurposes. She has co-authoredTeachingandResearchingReading(Pearson Longman) andWriteLikeaChemist(Oxford University Press), and co-editedAHandbookforLanguageProgramAdministrators(Alta Book Center). Email: fredricka.stoller@nau.edu

HansunZhangWaring, PhD, is Associate Professor of Linguistics and Education at Teachers College, Columbia University, USA. She is broadly interested in language and social interaction with a particular focus on classroom discourse. She is the founder of The Language and Social Interaction Working Group (LANSI) and co-author (with Jean Wong) ofConversationAnalysisandSecondLanguagePedagogy:AGuideforESL/EFLTeachers(Routledge). Email: hz30@columbia.edu

DonglanZhangholds a Master’s Degree in Applied Linguistics and is a lecturer at the University of Auckland (UOA), New Zealand. She has many years of experience in ELT at the tertiary level. Before joining UOA, she taught at Nanyang Technological University, Singapore, where she was Co-Principal Investigator of two funded-research projects. Her research interests lie in language learner metacognition and strategies. She has published in international journals such asAsianEnglishesandLanguageAwareness, and contributed chapters to edited volumes. Email: donglan.zhang@auckland.ac.nz

LimeiZhanghas just completed her PhD in Applied Linguistics at the National Institute of Education, Nanyang Technological University, Singapore. Her research interests focus primarily on language assessment in relation to classroom teaching and learning and metacognition in second/foreign language reading. She has published in these areas inRELCJournal,TheAsianEFLJournal,TheAsiaPacificEducationResearcher, andLanguageAssessmentQuarterly. Email: limeizh2008@yahoo.com

LawrenceJunZhang, PhD, is Associate Professor and Associate Dean, Faculty of Education, University of Auckland, New Zealand. His interests are in learner metacognition and teacher education. He has published extensively along these lines. His recent co-edited books includeAsianEnglishes:ChangingPerspectivesinaGlobalizedWorld(Pearson) andLanguageTeachersandTeaching:GlobalPerspective,LocalInitiatives(Routledge). Winner of the Distinguished Research in TESOL Award in 2011 for hisTESOLQuarterly(2010) article, he is a current editorial board member forMetacognitionandLearning,System, andRELCJournal, and Associate Editor ofTESOLQuarterly. Email: lj.zhang@auckland.ac.nz