References
Hsu, M. (2008). Proposing an ESL recommender teaching and learning system. Expert Systems
With Applications, 34(3), 2102-2110. doi:10.1016/j.eswa.2007.02.041
Yunus, M., Nordin, N., Salehi, H., Embi, M., & Mahamod, Z. (2013). Managing problems and
planning activities involving ICT tools in teaching ESL reading and writing. Asian Social
Science, 9(10), 222-230. doi:10.5539/ass.v9n10p222
Pérez-Llantada, M. (2007). New trends in grammar teaching: issues and applications. Atlantis
(0210-6124), 29(1), 157-163.
Dong, Y. (2007). Learning to think in English. Educational Leadership, 9-13.
Lei, S. A., Berger, A. M., Allen, B. M., Plummer, C. V., & Rosenberg, W. (2010). Strategies for
improving reading skills among ELL college students. Reading Improvement, 47(2), 92104.
Osburne, A. G. (2003). Pronunciation strategies of advanced ESOL learners. IRAL: International
Review Of Applied Linguistics In Language Teaching, 41(2), 131-143.
Sullivan, P. (2011). Why investing in ESOL makes sense. Adults Learning, 22(6), 24-25.
Cooke, M. (2006). “When I wake up I dream of electricity”: The lives, aspirations and ‘needs’ of
adult ESOL learners. Linguistics & Education, 17(1), 56-73.
doi:10.1016/j.linged.2006.08.010
Dantas-Whitney, M., & Waldschmidt, E. (2009). Moving toward critical cultural consciousness
in ESOL and bilingual teacher education. Bilingual Research Journal, 32(1), 60-67.
doi:10.1080/15235880902965888
Jacobson, E. (2003). Critical sociolinguistics in the adult ESOL classroom. Radical Teacher,
(68), 13-17.
Aggarwal, U., Nevel, D., & Falchi, L. (2009). ESOL curriculum: human trafficking. Adult Basic
Education & Literacy Journal, 3(2), 125-126.
Many, J. E., Dewberry, D., Taylor, D., & Coady, K. (2009). Profiles of three preservice ESOL
teachers' development of instructional scaffolding. Reading Psychology, 30(2), 148-174.
doi:10.1080/02702710802275256
Eunseok, R., & Jin, R. (2013). Investigating predictors of nonacademic ESOL learners' L2
literacy ability. Journal Of Research & Practice For Adult Literacy, Secondary & Basic
Education, 2(2), 82-100.
Huang, J., Dotterweich, E., & Bowers, A. (2012). Intercultural miscommunication: impact on
ESOL students and implications for ESOL teachers. Journal Of Instructional Psychology,
39(1), 36-40.
Nelson, C. D. (2002). Why queer theory is useful in teaching: a perspective from English as a
second language teaching. Journal Of Gay & Lesbian Social Services, 14(2), 43-53.
Brown, K. K. (2002). Ideology and context: world Englishes and EFL teacher training. World
Englishes, 21(3), 454-457.
Matsuda, A. A. (2002). “International understanding” through teaching world Englishes. World
Englishes, 21(3), 436-440.
Baik, M. J., & Shim, R. J. (2002). Teaching world Englishes via the Internet. World Englishes,
21(3), 437-440.
Hsu, M. (2008). Proposing an ESL recommender teaching and learning system. Expert Systems
With Applications, 34(3), 2102-2110. doi:10.1016/j.eswa.2007.02.041
Donnelly, W., & Roe, C. J. (2010). Using sentence frames to develop academic vocabulary for
English learners. Reading Teacher, 64(2), 131-136. doi:10.1598/RT.64.2.5
Manyak, P. C. (2010). Vocabulary instruction for English learners: lessons from MCVIP.
Reading Teacher, 64(2), 143-146. doi:10.1598/RT.64.2.10
Sawin, G. (2000). How to communicate with people who speak English as a second language
(ESL). ETC: A Review Of General Semantics, 57(2), 140.