This collection offers a distinctly Asian voice for English language education and addresses some of the unique needs of Asian learners in EFL contexts. Teachers and researchers from nine Asian countries present some of the most current and innovative research in five distinct and fascinating areas of EFL teaching and learning. This book is divided into five parts. Part I, Defining the Asian EFL Context, contains: (1) Teaching the New English Curriculum: An Ethnographic Study in a Chinese High School (Xi Fang); (2) Global Cultures and Identities: Refocusing the Aims of ELT in Asia Through Intercultural Awareness (W. Baker); (3) Training the Pesantren: Intercultural Materials for Islamic Boarding Schools in Indonesia (G. Palmer and I. Chodidjah); and (4) Language Learning Styles and Beliefs of EFL University Students In Korea: Are They Really Stereotypical? (A. Finch). Part II, Empowering Asian Voices, contains: (5) Learner Autonomy in Asia: How Asian Teachers and Students See Themselves (F. Murase); (6) How Thai National Culture Can Be Used to Explain Students' Behavior (C. Raktham); (7) Co-Constructing Teacher Beliefs Towards Qualifications: Insights From Interviews in the Japanese Context (J. Adamson); and (8) "Reconceptualizing" Self as a Teacher in a Malaysian Context (R. Erlam and S. Gray). Part III, Innovating Teaching Methodology in Asia, contains: (9) Promoting Strategy Teaching as an Innovative Practice in the Asian EFL Oral Classroom (W. Y. K. Lam); (10) Innovating a Vocabulary Learning Strategies Program (P. S. Brown); (11) Classroom Discourse Analysis of Student Use of Language Scaffolding During Tasks (T. Muller and M. De Boer); and (12) Innovating EFL Teaching of Reading: An Activity Theory Perspective on Chinese Teachers' Readiness to Adapt to Educational Reform (Hongzhi Yang and E. Bernat). Part IV, Teaching Young Learners in Asia, contains: (13) Exploring Teachers' Implementation of the Recent Curriculum Innovation in ELT in Turkish Primary Education (Y. Kirkgoz); (14) Affective Factors Contributing to Intrinsic Motivation for Learning English Among Elementary School Students in Japan (J. M. Carreira); (15) Adapting English Picture Books to an EFL Context: A Study of Collaboration Between Elementary School Teachers and TEFL Practitioners in Rural Japan (J. M. Hall, T. Yamazaki, C. Takahashi, and T. Ishigame); and (16) Let's Speak English: Bridging the Linguistic Divide in Tamil Nadu (K. A. Anderson and P. P. Narayanan). Part V, Innovating Teaching Writing in Asia, contains: (17) Extensive Writing: A Fluency-First Approach to EFL Writing (S. Herder and P. Clements); (18) Who Takes The Floor? Peer Feedback or Teacher Feedback: An Investigation of Chinese University English Learners' Use and Understanding of Peer and Teacher Feedback On Writing (Huahui Zhao); (19) Assessing EFL Writing: Meaningful Innovations Through SFL (T. Hisaoka); and (20) Epilogue: Description and Evaluation of the Process of Creating this Book (T. Muller and J. Adamson). An index is included. (Contains 43 tables and 20 figures.)