164 Beyond Words Vol.2, No.2, November 2014 Widya Mandala Catholic University Surabaya About the Authors Alice Kiai gets her PhD in English Language Teaching and Applied Linguistics from WarwickUniversity. Her Master of Arts degree in Linguistics from the University of Nairobi, and her Bachelor of Education degree in Linguistics and Literature from the University of Nairobi. She is a lecturer at the Department of English, Catholic University of Eastern Africa. She is interested in the analysis and development of language teaching and learning materials. She has authored and co-authored reading materials and textbooks for schools, and her published articles in this area include: This cook is very important: Editors speak on textbook development, Am I a robot?: Teachers on teachers' guides and Textbook selection experiences among secondary school teachers of English in Kenya. Feng Teng obtained his master degree in TESOL from University of Canberra in 2009, and now works as a lecturer and researcher at the department of English, Nanning University, China. His main research interests include EFL vocabulary teaching and learning. Geoffrey M. Maroko < maroko.geoffrey@ku.ac.ke > holds a PhD in applied linguistics from Kenyatta University. He teaches English and Linguistics at the same University. His teaching interests include syllabus design and materials preparation, language teaching and research, language planning and management, and language for academic purposes. He has published a book entitled: Genre analysis: Dissertation writing practices in the disciplines. He has also published several articles in his areas of research and teaching interest. Some of them are: The authentic materials approach in the teaching of functional writing in the classroom; Learning about author positioning in written academic discourse; and Citation practices in 165 selected Science and Humanities dissertations: Implications for teaching. George M. Jacobs holds a PhD in Educational Psychology from the University of Hawaii and a master’s degree in Linguistics from the University of Illinois—Chicago. He has written widely on such topics as cooperative learning, extensive reading, environmental education, and humane education. He teaches Writing and various Education courses at James Cook University, Singapore. He is a member of the board of the Extensive Reading Foundation, the International Association for the Study of Cooperation in Education, and Vegetarian Society (Singapore). Harumi Kimura teaches at Miyagi Gakuin Women’s University, Sendai, Japan. She earned her doctorate from Temple University. She studied L2 listening anxiety in her doctoral study, and her academic interests range from learner psychology to cooperative learning. She recently coauthored a book with Dr. G. M. Jacobs, Cooperative Learning and Teaching, in English Language Teacher Development Series (2013, Alexandria, VA: TESOL). She enjoys hiking and trekking in her free time. Julia Eka Rini finished her doctorate program of Applied English Linguistics at Catholic University of Indonesia Atma Jaya Jakarta in July 2012. Her research interests are language acquisition and translation. She has been teaching at the English Department of Petra Christian University Surabaya since 1992. Natasha H. Chenowith is currently a doctoral student in Curriculum and Instruction at Kent State University in Kent, Ohio, USA. Her concentration area is Teaching English as a Second Language. Her research interests include culturally-responsive pedagogy, language socialization, and second language teaching and learning. 166 Pannathon Sangarun holds a PhD from the University of Toronto (OISE), Canada. She is an Associate Professor in the School of Foreign Languages, Suranaree University of Technology, Nakhon Ratchasima, Thailand where she is the Coordinator for graduate courses in Technology-Enhanced Language Learning at Doctoral and Master levels. She is currently supervising several doctoral students. She is a member of the editorial board of the AsiaCALL OnLine Journal and, until recently, she was the editor-in-chief of the ThaiTESOL Journal. Her research interests are in the areas of language-teaching methodology, with a specific focus on task-based language learning, and technology enhanced language learning. Willy A Renandya has a Ph.D. in Educational Psychology from Univesity of Wisconsin-Madison, USA. He is a language teacher educator with extensive teaching experience in Asia. He currently teaches applied linguistics courses at the National Institute of Education, Nanyang Technological University, Singapore. He has published extensively, including an edited book Methodology in Language Teaching: An Anthology of Current Practice (CUP, 2002, 2008). His latest publications include Essential factors affecting EFL learning outcomes (English Teaching, 2013) and Motivation in the language classroom (in press, TESOL International). He maintains an active language teacher professional development forum called Teacher Voices: https://www.facebook.com/groups/teachervoices/. E-mail address: willy.renandya@nie.edu.sg ; Web address: http://www.nie.edu.sg/profile/willy-ardian-renandya