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| Number 1 | IIER 32(1) was published on 7 March 2022. |
| Roger Atkinson and Clare McBeath | Editorial 32(1): (i) Translated from ... to English; (ii) To ban, or not to ban? | [HTML] [PDF] |
ii-v |
| Amani Khalaf H. Alghamdi, Wai Si El-Hassan and Mashail Alattiq | Preparing Saudi women educators for teacher leader roles in accord with societal expectations of Islamic leadership | [Abstract] [Full text] |
1-15 |
| Nader Ayish | Student perceptions of an engineering course co-taught by an English Instructor at an EMI university in the UAE | [Abstract] [Full text] |
16-35 |
| William Hamilton Bicksler and Peter Hannah | The devil's advocate role in asynchronous online discussions: Asian region undergraduate perspectives | [Abstract] [Full text] |
36-56 |
| Wiets Botes, Boitumelo Moreeng and Moeketsi Mosia | Pre-service teachers' experiences of a lesson study approach as a form of student support | [Abstract] [Full text] |
57-70 |
| Meryl Pearce Churchill, Daniel Lindsay, Melissa Crowe, Lauretta Grasso, Diana H. Mendez, Nicholas Emtage and Rhondda Jones | Lessons learned while searching for meaning in doctoral completion metrics: An intra-institution case study | [Abstract] [Full text] |
71-88 |
| Vanessa J. Collins, Isaac W. Dargan, Rosalind L. Walsh and Margaret K. Merga | Teachers' perceptions of the benefits and challenges of a whole-school reading for pleasure program | [Abstract] [Full text] |
89-104 |
| Katie Fielding and Karen Murcia | Research linking digital technologies to young children's creativity: An interpretive framework and systematic review | [Abstract] [Full text] |
105-125 |
| Abel García-González, Inmaculada Aznar-Diaz, Marķa Soledad Ramírez-Montoya, José María Romero-Rodríguez | Needs and expectations of university students: Learning from the impact of Covid-19 upon 9 Spanish universities | [Abstract] [Full text] |
126-148 |
| Boli Li, Jenene Burke and Margaret Plunkett | Deep or surface learning? Perceptions of Chinese international and local students in Australian universities | [Abstract] [Full text] |
149-181 |
| Tomáš Lintner | A social network perspective on formation of peer relationships in Czech lower-secondary classrooms | [Abstract] [Full text] |
182-204 |
| Geoffrey W. Lummis, Julia E. Morris, Catherine Ferguson, Susan Hill and Graeme Lock | Leadership teams supporting teacher wellbeing by improving the culture of an Australian secondary school | [Abstract] [Full text] |
205-224 |
| Michael Methlagl | Mapping inclusive education 1980 to 2019: A bibliometric analysis of thematic clusters and research directions | [Abstract] [Full text] |
225-247 |
| Mehdi Moharami and Samran Daneshfar | The political climate of English language education in Iran: A review of policy responses to cultural hegemony | [Abstract] [Full text] |
248-263 |
| Shashi Nallaya, James E. Hobson and Tamra Ulpen | An investigation of first year university students' confidence in using academic literacies | [Abstract] [Full text] |
264-291 |
| Nhung Nguyễn | University-community partnerships in language teacher education through work-integrated learning | [Abstract] [Full text] |
292-314 |
| Marianthi Oikonomakou, George Frazis and Angela Evangelinou-Yiannakis | Greek language learning in Australia's Northern Territory: Building learning communities and cultural identity | [Abstract] [Full text] |
315-332 |
| Gulen Onurkan-Aliusta and Hasan Ozder | What teachers teach and how they teach it: A case study on fidelity of implementation in Turkish Cypriot schools | [Abstract] [Full text] |
333-351 |
| Cherry Zin Oo, Dennis Alonzo and Ria Asih | Acquisition of teacher assessment literacy by pre-service teachers: A review of practices and program designs | [Abstract] [Full text] |
352-373 |
| Joshua Sarpong | Research and disciplinary differences versus funding allocation in New Zealand's higher education system | [Abstract] [Full text] |
374-393 |
| San Yee Tay and Biao Li Phang | Mind mapping software to aid academic writing: Pre-service English language teachers using i-Think maps | [Abstract] [Full text] |
394-412 |