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Jun Liu


2003-2008 Executive Director

Jun Liu (Liu Jun) received his Ph.D. from the Foreign and Second Language Education Program in the College of Education at the Ohio State University in 1996, after teaching English in China as a university language educator for over ten years. Dr. Liu is now the Executive Director of the English Language Center, as well as an Associate Professor of English at the University of Arizona. His research interests include curriculum development and syllabus design, teacher education, classroom-based second language learning and teaching, and second language reading and writing.

He has published in TESOL Quarterly, ELT Journal, Journal of English for Academic Purposes, Journal of Asian Pacific Communication, Asian Journal of English Language Teaching, Language and Intercultural Communication, and Educational Research Quarterly, among others. He is the author of the book entitled Asian Students' Classroom Communication Patterns in US Universities published by the Greenwood Publishing Group in 2001, and the co-author of Peer Response in Second Language Writing Classrooms, published by University of Michigan Press in 2002. He is also co-editor of Michigan Series on Teaching Multilingual Writers. A recipient of The 1999 TESOL (Teachers of English to the Speakers of Other Languages) Newbury House Award for Excellence in Teaching, and co-founder and Past Chair of Non-Native English Speakers in TESOL Caucus (NNEST), he served on the TESOL Board of Directors serving as Director at Large (2001-2004), and was appointed as TESOL Representative in China in 2004. Dr. Liu is now TESOL President-elect (2005-2006) in his three-year term, and he will be TESOL President (2006-2007) and, subsequently, TESOL Past President (2007-2008). In addition to his NAE/Spencer project investigating the effects of earlier English education in China, he is concurrently completing a longitudinal project investigating the process of acquiring adaptive cultural transformation competence among Chinese students in US universities, funded by an AERA research grant. Dr. Liu is a columnist for the 21st Century Weekly, and editor of the peer-refereed journal Review of Applied Linguistics in China.


  • (2005). Chinese graduate teaching assistants teaching freshman composition to native English speaking students. In E. Llurda (Ed.), Non-Native Language Teachers: Perceptions, Challenges, and Contributions to the Profession (pp. 155-177). Boston, Massachusetts: Springer.

  • (2005). Is “the earlier, the better?” Investigating the effects of earlier English education in China. Foreign Languages in China. 2(1), 1-8.

  •  (& Gao, L. P.) (2005). When group work doesn’t work: How can I engage students who don’t participate? Review of Applied Linguistics in China, 1, forthcoming.

  •  (2004). Effects of comic strips on the reading comprehension of adult ESL learners. TESOL Quarterly, 38(2), 225-44.

  •  (2004). Co-constructing academic discourse from the periphery. Asian Journal of English Language Teaching, 14, 1-22.

  •  (2004). Confessions of a nonnative English-speaking professional. In L. Kamhi-Stein (Ed.), Learning and Teaching from Experience: Perspectives on Nonnative English Speaking Professionals (pp. 35-47). Ann Arbor, Michigan: University of Michigan Press.

  •  (2004). Critical Period Hypothesis revisited. Shantou University Forum, 23(4), 56-66.

  •  (& Hansen, J.) (2004). Guiding principles for effective peer response. ELT Journal, 59(1), 31-38.

  •  (2004). Methods in the post-methods era: report on an international survey on language teaching methods. International Journal of English Studies, 4(1), 137-152.

  •  (& Sadler, R.) (2003). The effect and affect of peer response in electronic versus traditional modes on ESL writers’ revisions. Journal of English for Academic Purposes, 2(3), 193-227.

  •  (2002). Negotiating silence in American classrooms. Language and Intercultural Communication, 2(1), 37-54.

  •  (& Hansen, J.) (2002). Peer Response in Second Language Writing Classrooms. Ann Arbor, Michigan: Michigan University Press.

  •  (2002). Process drama in second/foreign language classrooms. In G. Brauer (Ed.), Body and Language: Intercultural Learning Through Drama (pp. 147-65). Westport, Connecticut: Greenwood Publishing Group Inc.

  •  (2002). Reconceptualizing English language teaching in the 21st Century. Foreign Language Teaching in Schools, 25(1), 7-11 & 25(2), 1-5.