From the editor:

To start the new year of 2018 we have five articles which address a wide range of topics, such as corrective feedback, pronunciation of printed English words, the use of images in the teaching/learning process, teacher training and English as a lingua franca, and identity. These articles come from Mexico, Taiwan and the United States.

The first article, "Students' Reactions to Teacher Corrective Feedback to Oral Production: A Study on Self-correction and Autonomy in Compulsory EFL University Courses", was written by Elba Méndez Garcí­a and Verónica Guadalupe Morales Martí­nez (Benemérita Universidad Autónoma de Puebla). This refereed article is a mixed methods action research study exploring delayed teacher corrective feedback of phonological errors of students' oral production to discover whether this type of correction helps them self-correct their errors. Students' perceptions about this type of corrective feedback are also examined.

In the next article, "Helping Students Pronounce Printed English Words", Judy B. Gilbert, a freelance consultant, explains why using appropriate stress is crucial for language learners to be understood. She offers concrete suggestions on how to explain the idea of stressed and non-stressed vowel sounds and how to practice them. This article is of interest for those who work in Mexico or any other Spanish speaking country, as well as teachers who work with Spanish-speaking students in an ESL context.

Ideas for getting language students to speak more are always useful. This is what Abolfazl Shirban Sasi of the TransWorld University in Taiwan, offers us in his article "Pictologics: A Teaching Method by Imaginative Usage of Pictures". He explains how to use easily obtainable images in a variety of speaking activities.

Perla Villegas Torres and Alexis Adriana Lozano of the Universidad de Guanajuato interviewed professor José Luis Ortega Martí­n from the Universidad de Granada, Spain, concerning his experience working in language teaching and teacher training. In "Building EFL Teachers' Confidence: An Interview with José Luis Ortega Martí­n", the interviewers and interviewee focus on Dr. Ortega's perceptions about bilingual education in Mexico and Spain, English teacher training, and the future of EFL.

The book review for this edition by Amanda K. Wilson (Universidad de Guanajuato) highlights a volume entitled Reflections on Language Teacher Identity Research by G. Barkhuizen (2017). To collect data for this book and create his own definition of language teacher identity (LTI), Barkhuizen invited leading theorists and scholars in the field to put forth their conceptualization of LTI and their methodological approaches to researching it. Written in an easy-to-read format, the book offers insight for both novice and expert researchers into who are interested in LTI.

I hope you enjoy reading these articles in this first issue for 2018. I would also like to invite you to think of a possible contribution that you can submit for the MEXTESOL Journal. This contribution may be a research article or an article that is related to practice. Other possibilities may be an interview or a book review. Our journal is bilingual and we accept contributions in English or Spanish.

Finally, I would like to mention that this is my last issue as Editor-in-Chief of the MEXTESOL Journal. I have worked on the MJ for many years and it has truly been a learning experience for me to understand how to write, edit and put together each issue with the valuable work of the other editors (JoAnn Miller, Josefina C. Santana, and Ruth Ban). With this team effort, we have worked hard to achieve our goals for the MEXTESOL Journal. I have enjoyed working with authors and helping them get their work published. I myself began my writing career with articles in the MEXTESOL Journal and have felt grateful for the opportunities I have had with the MJ.

M. Martha Lengeling
Editor-in-Chief...   [+ read more]


    Vol. 42 No. 1, 2018



    Editor-in-Chief: M. Martha Lengeling,
    Universidad de Guanajuato


    Associate Editor for Refereed Articles: JoAnn Miller,
    Free Lance Consultant


    Associate Editor for Non-refereed Articles: Josefina C. Santana,
    Universidad Panamericana


    Past Editor-in-Chief: Ulrich Schrader,
    Free Lance Consultant


    Published: February, 2018

    ISSN: 2395-9908

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MEXTESOL Journal, vol, 42, núm. 1, 2018, es una publicación cuadrimestral editada por la Asociación Mexicana de Maestros de Inglés, MEXTESOL, A.C., Versalles 15, Int. 301, Col. Juárez, Delegación Cuauhtémoc, C.P. 06600 Mexico, D.F., Mexico, Tel. (55) 55 66 87 49, journal@mextesol.org.mx. Editor responsable: M. Martha Lengeling. Reserva de Derechos al uso Exclusivo No. 04-2015-092112295900-203, ISSN: 2395-9908, ambos otorgados por el Instituto Nacional de Derecho del Autor. Responsable de la última actualización de este número: Asociación Mexicana de Maestros de Inglés, MEXTESOL, A.C. JoAnn Miller, Versalles 15, Int. 301, Col. Juárez, Delegación Cuauhtémoc, C.P. 06600 Mexico, D.F., Mexico. Fecha de última modificación: 31/08/2015. Las opiniones expresadas por los autores no necesariamente reflejan la postura del editor de la publicación. Se autoriza la reproducción total o parcial de los textos aquí­ publicados siempre y cuando se cite la fuente completa y la dirección electrónica de la publicación.


MEXTESOL Journal, vol, 42, no. 1, 2018, is a quarterly publication edited by Asociación Mexicana de Maestros de Inglés, MEXTESOL, A.C., Versalles 15, Int. 301, Col. Juárez, Delegación Cuauhtémoc, C.P. 06600 Mexico, D.F., Mexico, Tel. (55) 55 66 87 49, journal@mextesol.org.mx. Editor-in-Chief: M. Martha Lengeling. Exclusive rights are reserved (No. 04-2015-092112295900-203, ISSN: 2395-9908), both given by the Instituto Nacional de Derecho del Autor. JoAnn Miller, Asociación Mexicana de Maestros de Inglés, MEXTESOL, A.C., Versalles 15, Int. 301, Col. Juárez, Delegación Cuauhtémoc, C.P. 06600 Mexico, D.F., Mexico is responsible for the most recent publication. Date of last modification: 31/08/2015. The opinions expressed by the authors do not necessarily reflect those of the publication. Total or partial reproduction of the texts published here is authorized if and only if the complete reference is cited including the URL of the publication.

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