1A-1 | Unkyoung Maneg |   |   |
  | Korean Primary Students Perception of English Vocabulary in their English Textbook | 14 - 17 |
1A-2 | Hsiao-fang Cheng |   |   |
  | Effect of Post-task Activity on Writing Performance | 18 - 21 |
1A-3 | Hsueh Chu Chen and Qian Wang |   |   |
  | The Roles of Prosodic Sensitivity and Phonological Awareness in Second Language Learners' Reading Development | 22 - 23 |
1B-1 | Peter Carter |   |   |
  | Developing Academic Writing | 24 - 25 |
1B-2 | Charles J. Anderson |   |   |
  | Exploring formative feedback use in an EFL university setting | 26 - 29 |
1B-3 | Hyeyoung Kim and Beommo Kang |   |   |
  | Gender and Usage of Discourse Markers in Spoken Korean | 30 - 31 |
1D-1 | Hyung-Ji CHANG |   |   |
  | The Effect of Free Voluntary Reading on College English Reading Class in Korea | 32 - 37 |
1D-2 | Gong Ming |   |   |
  | Foreign and Local Textbooks Evaluation in the Exam-oriented Environment at Private Colleges in China | 38 - 43 |
1D-3 | Arthur McNeill |   |   |
  | Teacher language awareness: insights from vocabulary knowledge profiles and individual teaching philosophies | 44 - 47 |
1E-1 | Qing Ma, Angel |   |   |
  | Vocabulary Learning and Teaching Beliefs of Pre-service and In-service Teachers in Hong Kong and Mainland China:A comparative study | 48 - 53 |
1E-2 | Jing Xu |   |   |
  | Differential Effects of two types of written corrective feedback (i.e. Direct focused and direct unfocused) on the accurate use of grammatical forms by teenage HK ESL learners | 54 - 59 |
1E-3 | Cheryl Wei-yu Chen |   |   |
  | How do EFL university writers collaborate in group work? A comparison of skilled and unskilled writers | 60 - 61 |
1F-1 | Soyeon Kang |   |   |
  | The Acquisition of English Dative Constructions by Korean EFL Children | 62 - 67 |
1F-2 | Yi Xu |   |   |
  | The Accessibility Hierarchy in Chinese Relative Clauses | 68 - 73 |
1F-3 | Yusuke Kondo, Aya Kitagawa, and Michiko Nakano |   |   |
  | Does vowel quality really matter? | 74 - 79 |
1G-1 | Chiou-hui Chou |   |   |
  | Scaffolding EFL Elementary Students to Read English Picture Storybooks | 80 - 83 |
1G-2 | Rieko Matsuoka |   |   |
  | Evaluation of TLT software program | 84 - 87 |
1G-3 | Hikyoung Lee and Kazuharu Owada |   |   |
  | Asynchronous Written Online Interaction among Non-native Speakers of English | 88 - 89 |
1H-1 | Myeong-Hee Seong and Katie Mae Klemsen |   |   |
  | Students' Perceptions of TOEIC Classes Taught by Native English Teachers | 90 - 93 |
1H-2 | Anthony Cripps |   |   |
  | Breathing life into an economics course: Reinvigorating "the dismal science" | 94 - 95 |
1H-3 | Koji Uenishi and Masaki Akase |   |   |
  | A Comparative Analysis of English Textbooks in China, Japan and Thailand:A Focus on Wh-interrogative Questions | 96 - 102 |
1J-1 | Saeromi Kim and Seok-Hoon You |   |   |
  | L1 Acquisition of Binding Principles A and B in Korean | 103 - 108 |
1J-2 | Bong, Hyun Kyung Miki |   |   |
  | Lemmatic Transfer in the Second Language Acquisition of English Prepositions | 109 - 116 |
1J-3 | Miki Makino and Seok-Hoon, YOU |   |   |
  | Sino-Japanese Effect in the Learning of Korean Language by Japanese Native Learners | 117 - 122 |
2A-1 | Yi Lin |   |   |
  | A Language Awareness Approach to English Language Teaching in Joint Programs in China | 123 - 128 |
2A-2 | Seok-Hoon You and Sarah Yoon |   |   |
  | A Protocol Discussion for an Enhanced Team Discussion in the Language Classes | 129 - 131 |
2A-3 | Anthony Cripps |   |   |
  | Views from the bridge: Evaluating a short-term study abroad programme | 132 - 133 |
2B-1 | Yanyan ZHANG |   |   |
  | An Investigation of the Use of Linking by Chinese EFL Learners | 134 - 139 |
2B-2 | Yuk-Nui Aouda AU |   |   |
  | The Markedness theories and the relationship between /n/ and /l/ in the English syllable of Cantonese speakers | 140 - 141 |
2B-3 | Xiao Jing and Zhang Yanyan |   |   |
  | A Study of Chinese EFL Learners' Acquisition of English Fricatives | 142 - 148 |
2D-1 | Kong Ying Yuk Amy |   |   |
  | Social-Cognitive Dimensions of L2 Peer Revision | 149 - 152 |
2D-2 | Minhui Lu |   |   |
  | "Why do we need to learn English in Taiwan?" English language ideologies in a country seeking internationalization | 153 - 160 |
2D-3 | Enid Lee |   |   |
  | Chinese as a Heritage Language in the Japanese Context: Perceptions, Attitudes and Challenges | 161 - 166 |
2E-1 | Tan Jin, Barley Mak and Li Liu |   |   |
  | Scoring Second Language Speaking Performance: Exactness or Fuzziness? | 167 - 170 |
2E-2 | Yoshihito Sugita |   |   |
  | Differences in raters' severity, consistency and biased interactions between trained and untrained raters in the context of a task-based writing performance test | 171 - 176 |
2E-3 | Li Liu, Barley Mak and Tan Jin |   |   |
  | Anchoring writing scores with candidates' performances: IELTS and TOEFL perspectives | 177 - 180 |
2H-1 | Judy Yu-Li Hsu |   |   |
  | English Coaching in Taiwan Public Elementary Schools: Is it Possible? | 181 - 188 |
2H-2 | Marie-Emilie Masson |   |   |
  | Collecting student perceptions of feedback through interviews | 189 - 193 |
2J-1 | Lixing Chen |   |   |
  | Chinese Students' Learning Anxieties and Fears: Personal Stories of Learning Strategies in the Semi-functional English Language Environment | 194 - 199 |
2J-2 | Mohammad Aliakbari and Nasrin Soltani |   |   |
  | Variation of learning Styles among Iranian EFL Learners: Effects of Culture, Language Background and Gender | 200 - 209 |
2J-3 | Xu Lin |   |   |
  | An Analysis of English Learning Agendas. Private college students in China as the new and more pragmatic type of English Learners | 210 - 215 |
3A-1 | Naomi Kakihara |   |   |
  | A Practical Program for Teaching English to Children | 216 - 219 |
3A-2 | Yihsuan Lin |   |   |
  | Reading for Translation: How University Students' Reading Stances Interact with Translating Process | 220 - 221 |
3B-1 | Hye-min Jo and Beom-mo kang |   |   |
  | The use of Symbolic Words in Korean Newspapers | 222 - 225 |
3B-2 | Igor Smerdov |   |   |
  | Textual Analysis of Chinese College Students' Typical Problems in English Argumentative Writing | 226 - 231 |
3D-1 | Feifei Han |   |   |
  | Relations among Motivation, Reading Amount, Awareness of Strategy Use and Achievement in Foreign Language Reading | 232 - 236 |
3D-2 | Jinlan Xu |   |   |
  | Mainland Chinese English Learners' Biographies: Successful Strategies and Failure Patterns | 237 - 242 |
3D-3 | Anita Y.K. Poon |   |   |
  | A survey on language attitudes: What are the implications for English language teaching? | 243 - 246 |
3E-1 | WANG Xia-yue |   |   |
  | Study on dual classifiers 'shuang' and 'dui' in Chinese by image schema | 247 - 252 |
3E-2 | Po-Ting Chen |   |   |
  | Processing Passive Sentences in Mandarin Chinese | 253 - 256 |
3E-3 | Wu Tong |   |   |
  | SVIO NP Determiners' Acquisition in L2 Mandarin Chinese of L1Korean | 257 - 260 |