A double-blind reviewing process is followed in evaluating the submitted manuscripts. To avoid any unnecessary delays in the publication process, authors are advised to ensure they have considered the following before submitting a paper:
- The submitted manuscript is the authors’ original work that has not been published previously and has not been submitted to be published elsewhere.
- Authors are responsible for obtaining permission from copyright holders of any material (such as tables, photos, and figures) that they may wish to reprint in their papers.
- The manuscript is prepared in MS-Word format.
- The first page includes the title, author name(s), affiliations and email addresses as well as the corresponding author’s name and mailing address.
- The second page starts with the title of the paper followed by a 150-word abstract and 8-10 keywords.
- The article keeps to the word limit (regular papers 3,000-8,000 words, reviews 2,000-4,000 words, short communications 800-2,000 words).
- The paper follows the APA style for in-text citations and the list of references.
Call for Papers
for VIA Volume 3 (2015/2016)
Deadline for Paper Submission: 31 March, 2017
Issues of Voices in Asia Journal are open for article submissions from English Language Teaching professionals with an interest in ELT in Asian countries. The mission of the Voices in Asia Journal is to provide a platform to engage with policy, practice, pedagogy, and emerging development in English language teaching and research in Asian countries.
More information please see ‘Paper Submission’
Voices in Asia Editorial Office
The English Program, Faculty of Liberal Arts, Mahidol University, Salaya, Thailand
Tel: 66-2 441 4401-4 Ext 1637
Note from editor
Notes from the editors
This is the second issue of VIA. The editors would like to express the greatest appreciation to all the authors, the essential reviewers and the editorial board members. Lastly, a special thanks to the new web master, Mr. Kaenchan, who has given VIA a facelift since it has been online.
In this issue, Mascara, Lau and Lin compare recommendation letters issued by Indian and British authors using rhetorical move analysis and appraisal theory. Educational institutions and evaluators will gain better understanding about the writing cultures of Indians and British authors as well as an insight when assessing recommendation letters from other cultures. Lai's study, "Can Oral Conferencing Facilitate EFL Postgraduate Student Writing?" shifts to writing pedagogy in relation to oral conferencing. Specifically, the researcher reveals how oral conferencing encourages writing students' awareness in terms of syntax, lexis and organizational structure. On the other hand, a Vietnamese researcher, Thu, uses a theoretical guide to study difficulties in teaching vocabulary to elementary adult learners at a university in Vietnam. Thu finds major difficulties and also proposes practical suggestions. Next Tseng examined the ways in which visual and verbal slements are integrated to shape EFL student's online writing as a social and multimodal practice. Relevant pedagogical implications of integrating multimodality in EFL writing pedagogy are also discussed. Similarly, Kongpolphrom also focus on writing skill. Her article, Move Analysis on Argumentative Essay of English For Tourism, reveals essential components most students must access to effectively write an argumentative essay for ecotourism. Along the same line in a different country, Loan and Pramoolsook shed light on relationship between abstract and introductions in TESOL master' thesis in Vietnam using Chen and Kuo's framework. They suggest that explicit, genre-based instruction is compulsory to encourage awareness of the two genres among Vietnamese writers. Thienthong and Lian, whose article entitled " The Use of Internet Resources and Applications for Language Instruction," employ a mixed method to investigate how language teachers have used online resources. The article also reveals how language teachers from the northeastern Thailand utilize the resources to enhance their professional development. Language teachers in general will also benefit from their findings. Finally, Chen examines young adults' identity construction in Asynchronous Computer-Mediated
Communication(ACMC) in Taiwan.
Beside these research articles, there is also a conference report summarized by Zahra Awad. VIA also cohosted the Power to Connect in a Changing World: International Conference on Language, Literature and Translation by sponsoring Prof. Oscarson as one of the guest speakers at the PTC conference at the University of Jordan in Amman. As usual, there is a book review on language testing written by Thirakunkovit from her hands-on experience. All language teachers can always harvest useful knowledge from Glenn Fulcher's Practical
Again a heartfelt thanks to all parties involved for their continuous support, patience, dedication and efficiency.
Editor-in-Chief Managing Editor Assistant Editors
Somchoen Honsa,Jr. Mabel Victoria Ganga Ram Gautum &
Table of Contents
- Cross-cultural communication strategies used by Taiwanese and Japanese college students in multilingual distance communication. Shuchang Lin Dept. of Foreign Languages and Applied Linguistics, Yuan Ze University. Yi-chen Chen Dept. of Foreign Languages and Applied Linguistics, Yuan Ze University. Ken Lau Centre for Applied English Studies, The University of Hong Kong.
- Conference Report: New plurilingual pathways for integration: Immigrants and language learning in the 21st Century, Heriot-Watt University UK, 27th May 2016. By Mabel Victoria, Edinburgh Napier University UK
- Does written corrective feedback make a difference in EFL academic writing?. Dr. Pia Köhlmyr, Gothenburg University, Sweden.