Example of Asian-Pacific Journal of Second and Foreign Language Education format
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Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format
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Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format Example of Asian-Pacific Journal of Second and Foreign Language Education format
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open access Open Access

Asian-Pacific Journal of Second and Foreign Language Education — Template for authors

Publisher: Springer
Categories Rank Trend in last 3 yrs
Language and Linguistics #176 of 879 down down by None rank
Linguistics and Language #198 of 935 down down by None rank
Education #672 of 1319 down down by None rank
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 72 Published Papers | 97 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 11/06/2020
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Journal Performance & Insights

CiteRatio

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures actual citations received relative to citations expected for the journal's category.

1.3

CiteRatio for Asian-Pacific Journal of Second and Foreign Language Education from 2016 - 2020
Year Value
2020 1.3
graph view Graph view
table view Table view

1.114

Year Value
2020 1.114
graph view Graph view
table view Table view

insights Insights

  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • This journal’s SNIP is in the top 10 percentile category.

Asian-Pacific Journal of Second and Foreign Language Education

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Asian-Pacific Journal of Second and Foreign Language Education

Approved by publishing and review experts on SciSpace, this template is built as per for Asian-Pacific Journal of Second and Foreign Language Education formatting guidelines as mentioned in Springer author instructions. The current version was created on and has been used by 882 authors to write and format their manuscripts to this journal.

Foreign language teaching

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Last updated on
11 Jun 2020
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ISSN
1606-8610
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Open Access
Yes
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Sherpa RoMEO Archiving Policy
White faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Citation Type
Author Year
(Blonder et al, 1982)
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Bibliography Example
Beenakker CWJ (2006) Specular andreev reflection in graphene. Phys Rev Lett 97(6):067,007, URL 10.1103/PhysRevLett.97.067007

Top papers written in this journal

open accessOpen access Journal Article DOI: 10.1186/S40862-016-0010-Y
EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China
Sibo Chen1, Hossein Nassaji2, Qian Liu3

Abstract:

Although a growing body of research has examined the effectiveness of written corrective feedback (WCF) for improving L2 learners’ grammatical accuracy, fewer studies have investigated the extent to which different educational settings would influence learners’ perceptions and preferences of WCF. This paper reports on an expl... Although a growing body of research has examined the effectiveness of written corrective feedback (WCF) for improving L2 learners’ grammatical accuracy, fewer studies have investigated the extent to which different educational settings would influence learners’ perceptions and preferences of WCF. This paper reports on an exploratory study that investigated learners’ perceptions and preferences of WCF in an EFL setting. Quantitative and qualitative data were collected from 64 intermediate, advanced-intermediate, and advanced English learners across three proficiency levels (intermediate, advanced-intermediate, and advanced) in a major provincial university of Mainland China. Through extensive written questionnaires, the study explored these learners’ perceptions and preferences of the various dimensions of WCF. The results showed that although the participants tended to have a neutral opinion on the role of explicit grammar instruction, overall they expressed a favourable attitude towards error correction. In particular, they held a strong preference for extended comments on both content and grammar of their written work. The qualitative data further indicated that the participants wanted to take more initiatives in the revision process of their writing with less interference from teachers. Overall, the findings confirm the value of WCF for EFL learners outside English-speaking countries. The findings also highlight the significance of individual and contextual factors in the ongoing debate over the effectiveness of WCF. read more read less

Topics:

Corrective feedback (54%)54% related to the paper, Language proficiency (50%)50% related to the paper
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80 Citations
open accessOpen access Journal Article DOI: 10.1186/S40862-016-0006-7
Student engagement and foreign language learning through online social networks
Elham Akbari1, Ahmad Naderi2, Robert-Jan Simons1, Albert Pilot1

Abstract:

Nowadays, one of the most important questions in teaching and learning involves increasing the degree of students’ engagement in learning. According to Astin’s Theory of Student engagement, the best learning environment is one in which it is possible to increase students’ engagement. The current study investigates the influen... Nowadays, one of the most important questions in teaching and learning involves increasing the degree of students’ engagement in learning. According to Astin’s Theory of Student engagement, the best learning environment is one in which it is possible to increase students’ engagement. The current study investigates the influences that using these networks for educational purposes may have on learners’ engagement, motivation, and learning. By a detailed comparison of a control group using face to face education and an experimental group using the social network Facebook, this study found significant differences between the two groups in terms of learning, engagement and motivation. The Facebook group showed higher outcomes in the TOEFL post-test than the face to face group with no differences in the pre-test. The Facebook group report significantly higher levels of engagement and motivation after the course than the face to face group. Engagement was related to learning outcomes in the Facebook group, but not in the face to face group. Also the results of the Facebook group supported Astin’s theory (the fourth principle: ‘Development is proportional to quantity and quality of involvement’ and fifth principle ‘The effectiveness of any educational practice is directly related to the ability of that practice to increase student engagement’). No correlation between engagement and motivation was found. The discussion focuses on the role of engagement in learning. read more read less

Topics:

Student engagement (65%)65% related to the paper, Social engagement (62%)62% related to the paper, Cooperative learning (60%)60% related to the paper, Learning environment (59%)59% related to the paper, Experiential learning (58%)58% related to the paper
View PDF
61 Citations
open accessOpen access Journal Article DOI: 10.1186/S40862-016-0021-8
The role of EFL learners’ demotivation, perceptions of classroom activities, and mastery goal in predicting their language achievement and burnout
Safoura Jahedizadeh1, Afsaneh Ghanizadeh1, Behzad Ghonsooly2

Abstract:

The present study aims at delving into English as foreign language students’ demotivation, burnout, mastery goal orientation, and perceptions of classroom activities. This is accomplished by building a causal structural model through which the associations among the constructs are estimated. The Persian version of the 'de-mot... The present study aims at delving into English as foreign language students’ demotivation, burnout, mastery goal orientation, and perceptions of classroom activities. This is accomplished by building a causal structural model through which the associations among the constructs are estimated. The Persian version of the 'de-motivation scale’ designed by Sakai and Kichuki (System 37:57-69, 2009) is used to assess demotivation. It measures six constructs: teachers, characteristics of classes, experiences of failure, class environment, class materials, and lack of interest. To gauge burnout, student version of ‘Maslach Burnout Inventory’ (Schaufeli et al., Psychology, 33(5):464-481, 2002) is employed. It measures three dimensions of burnout, namely, emotional exhaustion, cynicism, and academic inefficacy. The Persian version of the ‘Students Perceptions of Classroom Activities’ scale designed by Gentry and Gable (My class activities: A survey instrument to assess students’ perceptions of interest, challenge, choice, and enjoyment in their classrooms, 2001) is utilized in determining student perceptions of their classes. The scale assesses four perceptions: interest, challenge, choice, and joy. Students’ goal orientation is measured by the translated version of ‘Achievement Goal Orientation Inventory’ designed by Midgley et al. (Contemporary Educational Psychology, 23 (2):113-31, 1998). The results display a good overall fit of the proposed model with the empirical data. In particular, demotivators positively and significantly predict student burnout and the two internal demotivators namely, ‘lack of interest’ and ‘experiences of failure’ negatively and significantly impact on student mastery goal orientation. The results also indicate that student burnout negatively and significantly predict student mastery goal orientation and positive perceptions of classroom activities. Student perceptions of interest and joy, on the other hand, positively and significantly play an important role in mastery goal orientation. Student perceptions and mastery goal orientation have positive effects on student achievement. read more read less

Topics:

Goal orientation (63%)63% related to the paper, Burnout (56%)56% related to the paper, Educational psychology (51%)51% related to the paper, Emotional exhaustion (50%)50% related to the paper
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47 Citations
open accessOpen access Journal Article DOI: 10.1186/S40862-020-00090-2
Effects of using inquiry-based learning on EFL students’ critical thinking skills

Abstract:

The aim of this study was to examine the effects of using inquiry-based learning on students’ critical thinking skills A quasi-experimental design which employed time series design with single group participants was used A total of 20 EFL undergraduate students who took advanced writing skills course were selected using compr... The aim of this study was to examine the effects of using inquiry-based learning on students’ critical thinking skills A quasi-experimental design which employed time series design with single group participants was used A total of 20 EFL undergraduate students who took advanced writing skills course were selected using comprehensive sampling method Tests, focus group discussion, and student-reflective journal were used to gather data on the students’ critical thinking skills The participants were given a series of three argumentative essay writing pretests both before and after the intervention, inquiry-based argumentative essay writing instruction While the quantitative data were analyzed using One-Way Repeated Measures ANOVA, the qualitative data were analyzed through narration The findings of the study revealed that using inquiry-based argumentative writing instruction enhances students’ critical thinking skills Therefore, inquiry-based instruction is suggested as a means to improve students’ critical thinking skills because the method enhances students' interpretation, analysis, evaluation, inference, explanation, and self-regulation skills which are the core critical thinking skills read more read less

Topics:

Critical thinking (65%)65% related to the paper, Inquiry-based learning (60%)60% related to the paper, Active learning (56%)56% related to the paper, Argumentative (56%)56% related to the paper
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37 Citations
open accessOpen access Journal Article DOI: 10.1186/S40862-017-0036-9
An investigation of cross-linguistic transfer between Chinese and English: a meta-analysis
Man Yang1, North Cooc1, Li Sheng1

Abstract:

Cross-linguistic transfer embodies language learners’ use of linguistic knowledge of their first language to leverage the learning of a second language. The cross-linguisitc transfer between Chinese and English has been studied by scholars from different disciplines. However, variances and inconsistencies exist among prior st... Cross-linguistic transfer embodies language learners’ use of linguistic knowledge of their first language to leverage the learning of a second language. The cross-linguisitc transfer between Chinese and English has been studied by scholars from different disciplines. However, variances and inconsistencies exist among prior studies regarding the investigated linguistic domains and reported results. Therefore, a meta-analysis is needed to systematically investigate the cross-linguistic transfer between Chinese and English. This meta-analysis presents research on cross-linguistic transfer between the two languages in four domains: phonological awareness, decoding skills, vocabulary, and morphological awareness. Using 33 articles conducted in different countries, our results show small to moderate levels of transfer in the above four domains. In addition, it was found that the results were moderated by geographic location of the study and participant age. Overall, the meta-analysis indicates that English and Chinese share common linguistic features that can allow for transfer in learning between the languages. Bilingual learners can benefit in educational environments that tap into these linguistic features. read more read less

Topics:

Language transfer (64%)64% related to the paper, Linguistic description (60%)60% related to the paper, First language (57%)57% related to the paper, Vocabulary (56%)56% related to the paper, Language education (53%)53% related to the paper
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37 Citations
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Frequently asked questions

1. Can I write Asian-Pacific Journal of Second and Foreign Language Education in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Asian-Pacific Journal of Second and Foreign Language Education guidelines and auto format it.

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3. Can I cite my article in multiple styles in Asian-Pacific Journal of Second and Foreign Language Education?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Asian-Pacific Journal of Second and Foreign Language Education citation style.

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5. Can I use a manuscript in Asian-Pacific Journal of Second and Foreign Language Education that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Asian-Pacific Journal of Second and Foreign Language Education that you can download at the end.

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12. Is Asian-Pacific Journal of Second and Foreign Language Education's impact factor high enough that I should try publishing my article there?

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13. What is Sherpa RoMEO Archiving Policy for Asian-Pacific Journal of Second and Foreign Language Education?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Asian-Pacific Journal of Second and Foreign Language Education. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Asian-Pacific Journal of Second and Foreign Language Education?

The 5 most common citation types in order of usage for Asian-Pacific Journal of Second and Foreign Language Education are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

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16. Can I download Asian-Pacific Journal of Second and Foreign Language Education in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Asian-Pacific Journal of Second and Foreign Language Education Endnote style according to Elsevier guidelines.

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