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The European Journal of Applied Linguistics and TEFL is a refereed scholarly publication aiming to disseminate information, knowledge, and expertise in the broad area of applied linguistics. A strong preference is given to contributions relating to English language learning and teaching, TESOL teacher education and professional development, and classroom innovation. This issue features nine articles that present the latest theoretical reflections, research findings, and scholarly work on diverse aspects of English language learning and teaching, contributed by scholars from such contexts as Australia, Colombia, Ecuador, Indonesia, Japan, Norway, Spain, the UK, and Vietnam. The topics covered include, but are not limited to: The use of verb collocations by primary school children in science assessment tasks - Language policy and the media - The professional learning support needs of native English-speaking teachers - Language socialisation in debate activities - The exploration of mediation moves used in group dynamic assessment. This collection serves as a valuable resource for applied linguists, teacher educators, educational researchers, and practitioners. It offers readers deeper insights into contemporary issues and practices in the field, broadening their understanding and contributing to their ongoing professional development.
