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Scholarship of Teaching Effectiveness in Non-Native English (L2) Universities
Submission Deadline: Jun. 30, 2015

This special issue currently is open for paper submission and guest editor application.

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Lead Guest Editor
Tsze Sun Li
Sultan Qaboos University, Muscast, Muscat, Oman
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Guidelines for Submission
Manuscripts can be submitted until the expiry of the deadline. Submissions must be previously unpublished and may not be under consideration elsewhere.
Papers should be formatted according to the guidelines for authors (see: http://www.sciencepublishinggroup.com/journal/guideforauthors?journalid=196). By submitting your manuscripts to the special issue, you are acknowledging that you accept the rules established for publication of manuscripts, including agreement to pay the Article Processing Charges for the manuscripts. Manuscripts should be submitted electronically through the online manuscript submission system at http://www.sciencepublishinggroup.com/login. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.
Published Papers
The special issue currently is open for paper submission. Potential authors are humbly requested to submit an electronic copy of their complete manuscript by clicking here.
Introduction
Scholarship of teaching, a term popularized by the scholarship of teaching and learning movement, is commonly recognized in the field of education today. Nevertheless, much SoTL scholarship focuses narrowly on anecdotal experience or deep and shallow learning. Although the SoTL contribution to empirical research in teaching is much appreciated, it is obvious that teaching per se is merely one of the many variables that contribute to teaching effectiveness. More importantly, research findings that apply to native English universities may not be applicable to non-native English (L2) universities. The cause-effect issue on teaching effectiveness is complex, and needs to be evaluated carefully in context. Therefore, the conditions under which teaching is likely to be effective or to be improved need to be investigated, which include not only the micro approaches of classroom teaching but also the macro analysis of the larger organizational and social environments, as well as the interactive dynamism among the variables. This Special Issue welcomes papers--quantitative or qualitative of 3000 to 8000 words that focus on one or more of the variables and/or their interactivities pertinent to L2 universities.
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