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Studies in Applied Linguistics & TESOL
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Studies in Applied Linguistics & TESOL (SALT) is an open-access journal committed to building a community and facilitating discussions between students, professors, and practitioners in Applied Linguistics and TESOL worldwide through the publication of quality empirical research, reviews of literature, and interviews with leading scholars in the field. Previously published as: Working Papers in Applied Linguistics & TESOL, Working Papers in TESOL & Applied Linguistics. This is an archive of articles published under all three names of the journal. https://journals.library.columbia.edu/index.php/SALT
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2. Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy
3. Linguistic Expressions of Depressogenic Schemata
4. Narrating the Visual: Accounting for and Projecting Actions in Webinar Q&As
5. Social Values of Second Language Acquisition Research
6. The Use of Designedly Incomplete Utterance in TV Talk Shows
7. A Discussion of Studies in CDST: An Introduction
8. A Learning-oriented Assessment Perspective on Scenario-based Assessment
9. An Interview with APPLE Lecture Speaker Professor James Pennebaker
10. Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach
11. Complex Dynamic Systems and Interlanguage Variability: Investigating Topic, Syntactic Complexity, and Accuracy in NS-NNS Written Interaction
12. Complex Dynamic Systems Research: Some Insights on Data Analysis
13. Corrective Feedback in Written Synchronous and Asynchronous Computer-Mediated Communication
14. Discourse Analysis: The Questions Discourse Analysts Ask and How They Answer Them
15. Domains and Directions in the Development of TBLT
16. Exploring the Dynamics of Willingness to Communicate in Written Communication: A Case Study
17. Exploring the Dynamism between Propositional Complexity and Error Rate: A Case Study
18. Exploring the Possibilities of Scenario-based Assessment: An Introduction
19. Exploring the Variability of the Preposition “In” in Written Communication
20. Immigrant/Learner, Affiliate, Author, Expert: The Intersections of L2 Writing, Identity, and Computer-Mediated Communication
21. Interlanguage Pragmatic Development and L2 Request Behavior: A Critical Review of the Literature for emergent use of “Polite” Requests
22. Introduction: Investigating Written Dyadic Interaction through a Complex Dynamic Systems Theory Perspective
23. Language for Specific Purposes Testing: A Historical Review
24. Trade-off or Connected Growers: Implications on Accuracy and Complexity in L2 Writing
25. Why an Indirect Measure of L2 Learner’s Willingness to Communicate in L2 Writing Requires Cautious Inferencing
26. Zhōng Jiè Yǔ Yǔ Yán Xué Duō Wéi Yán Jiū [Multidimensional Studies in Interlanguage Linguistics]
27. An Interview with APPLE Lecture Speaker Professor Brian MacWhinney
28. Commentaries on Validity Issues in Foreign and Second Language Assessment
29. Computer Mediated Collaborative Word Search in Online Tutoring: A Single Case Analysis
30. Contribution with Hand-Raising in Graduate Student Self-Selection: Bringing Legitimacy to the Focal Shift of Talk
31. Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
32. Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account
33. Ignoring Disadvantaged Students: Caveats of the ELA Regents Exam
34. Language, Migration, and Citizenship in France
35. Learners’ privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States
36. Managing the Participation of a Young Learner: A Multimodal Teacher Practice
37. Multimodality in the Classroom: An Introduction
38. Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching
39. Positive Feedback Loops: Sarcasm and the Pseudo-Argument in Reddit Communities
40. Self- and Peer-Assessment of Speaking
41. Signaling Learner Stance through Multimodal Resources
42. Test Fairness in Second Language Assessment
43. The Effects of Visual Input on Scoring a Speaking Achievement Test
44. The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners’ Syntactic Development
45. An Interview with APPLE Lecture Speaker Professor James Paul Gee
46. Applying L2 Vocabulary Research Findings to Classroom Teaching
47. Approaching Grammar Instruction with a Form-Meaning-Function Perspective
48. Enhancing the Role of Meaning in the L2 Classroom: A Cognitive Linguistics Perspective
49. Examining the Intersection between Task-Based Learning and Technology
50. From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan
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