Introduction; R. Al-Mahrooqi, C. J. Denman.- Part I: Theoretical and Pedagogical Approaches.- Cognition and Emotions in the Light of ELL/ELT Competencies; G. R. Hovhannisyan.- Reducing Learners' Cognitive Load and Emotional Challenges Created by Lexis: The Andragogical Approach to Enhance Adult Learners' Mental Lexicon; T. Deveci, M. Saleem.- Language Test Feedback and Learner Personality; K. Burnell.- The Architecture of Language Personality; G. R. Hovhannisyan.- From Scribbles to Launch: Creative Writing in an Omani Classroom; Y. Ladha.- An Evaluation of the Conceptual Validty of Vowel Blindness as an Explanation for Differences in Arabic Readers' L2 Word-recognition; A Allmark.- Part II: Research Perspectives: Teachers and Learners.- Learners' Willingness to Communicate, Motivation, and Classroom Activity Preferences: Realities from the Iranian EFL Context; A. Ali Rezaee, M. Ghanbarpoor.- Affecting Students` Motivation to Foster Foreign Language Acquisition: Juggling Pedagogical Tools and Psychological Diagnostics in the University Classroom; K. Chiknaverova, O. Obdalova.- Escaping the Confines of Essentialism: Re-conceptualizing New Spaces of Identification among Native and Nonnative ESL Teachers; F. B. Rashed.- The Effect of English Study at School on Later Foreign Language Learning: How Chinese People Experience Learning and Using Japanese While Living and Studying Overseas; L. Zhang, D. Coulson.- Introducing Swalesian Genre-pedagogy to Arab EFL learners: A Case Study; P. Mathew, G. R. Kiran, R. L. Sankara Narayanan.- Quantifying Quality: Examining a Middle Eastern Tutorial Centre; R. McDonald, S. Finlay.- Metacognition and Language Learning on an International Foundation Programme; S. Herron.- Part III: Research Perspectives: The Role of Technology.- Construction and Launch of a Virtual Reality Laboratory for EFL Learners: A Crossroad between Cognitive and Emotional Learning; R. Hoffman, F. Ibrahim, J. Shakeel-Ahmed.- Language Learner Identity and Gamesand Gamification in the Language Learning Classroom: Observations from the Japanese Context; B. Thanyawatpokin, C. Vollmer.- Grasping Omani Students' Transitional Challenges: Focus on Computer Self-Efficacy and English Proficiency; V. Tuzlukova, H. Ginosyan.- Nonverbal Indicators of Comprehension among L2 Users of English Interacting with Smart Verbal Software Agents; A. Y. Ofemile.
