This volume offers an empirically grounded and theoretically informed panorama of the interactional practices involved in EFL education across a rich variety of national and educational contexts. It provides a powerful demonstration of how a conversation analytic perspective allows us to uncover the affordances and challenges of language learning, teaching and testing as social processes. * Simona Pekarek Doehler, University of Neuchātel, Switzerland * This well-written, insightful volume provides rich empirical details illuminating the constraints and possibilities of English language learning, teaching, and testing in diverse contexts where English is an additional language or a workplace lingua franca. The fine-grained analyses showcasing the realities of EFL at the micro level of social activity reveal important implications for ELT policies and practices around the world. * Joan Kelly Hall, The Pennsylvania State University, USA * Speaking 'global' with a breathtaking diversity of authors, issues, and geographical regions, Nguyen and Malabarbas carefully curated volume offers exciting new exhibits of how conversation analysis may be usefully combined with other investigative approaches to address such central applied linguistic issues as learning, teaching, and testing. * Hansun Zhang Waring, Teachers College, Columbia University, USA * The book provides insights into the huge variety of topics and settings currently being investigated by CA researchers in the field of English as a foreign language (EFL) learning and teaching. One of the books strengths is that it covers a range of classroom types, teaching styles, learner ages, learners first languages and learning settings and that it is therefore applicable to many teaching contexts within and outside EFL. -- Carmen Konzett-Firth, University of Innsbruck, Austria * Classroom Discourse, 2019 * By focusing on EFL, this book helps to bridge a gap in a field full of ESL focused
studies and reminds readers of the broad reach that CA has. With a focus on learning, teaching and testing, this volume provides unique case studies, which inform teachers, administrators, as well as language policy, which ultimately benefits the learners in EFL contexts. -- Lauren Whitty, The Graduate Center, City University of New York, USA * Discourse Studies 22(2) *
