Introduction, Sahbi Hidri.- PART ONE: TESTING, EVALUATION AND ASSESSMENT.- Chapter One: Assessing Second Language Proficiency under “Unequal” Perspectives: A Call for Research in the MENA Region, Lee McCallum.- Chapter Two: State-of-the-Art of Assessment in Tunisia: The Case of Testing Listening Comprehension, Sahbi Hidri.- Chapter Three: Cultural Content Evaluation of English Language Textbooks (Link Up Series Elementary & Intermediate), Hala Salih Mohamed Nur, Asjad Ahmed Saeed and Abdelkaliq Abbood.- Chapter Four: The Washback Effect of the Thanaweya Amma English Test: Drawbacks and Solutions, Mahmoud Ibrahim.- PART TWO: INTERFACES BETWEEN TEACHING AND ASSESSMENT.- Chapter Five: A Proposed Metacognitive-Based Approach to Promoting EFL Cohesion and Coherence in Essay Writing of Algerian Master Students, Manal Boudghene Stambouli and Amine Belmekki.- Chapter Six: More than a Pyramid of Papers: Students’ Portfolios and Developmental Language Assessment in the ESL Classroom, Charles Edonmi.- Chapter Seven: The Effectiveness of Pre-assessment to Differentiate the Reading Tasks for the Mixed-Abilities EFL Learners, Syeda Saima Ferheen Bukhari.- Chapter Eight: Self-Esteem, Self-Expectancy and Oral Achievement in the Tunisian EFL Context, Marwa Mekni Toujani and Tarek Hermessi.- Chapter Nine: Investigating the Quality of Argument Structure in First-Year University Writing, Besma Allagui.- PART THREE: ARGUMENTATION IN DISCOURSE ANALYSIS.- Chapter Ten: Aspects of Cohesion and Coherence in Moroccan EFL Learners’ Written Discourse, Ahmed Sahlane.- Chapter Eleven: Publish or Perish: The Research Letter Genre and Non-Anglophone Scientists’ Struggle for Academic Visibility, Mimoun Melliti.- Chapter Twelve: Hedging in Applied Linguistics Theses: An Exploratory Comparative Study, Nourhan Sorour.- Chapter Thirteen: Analyzing Argumentative Essay as an Academic Genre on Assessment Framework of IELTS and TOEFL, Zulfiqar Ahmad.- PART FOUR: TEACHING DIGLOASSIA AND VOCABULARY.- Chapter Fourteen: Including Diglossia in Teaching Arabic as Second Language Programmes: Suggestions and Implications from a Darija Course in Casablanca, Fracesca Tabloni.- Chapter Fifteen: Vocabulary Instruction through Patterns of Activity Sequencing Use: Revising the Understanding of Integration in Language Teaching, Ahlam Bouirane.- Chapter Sixteen: Arabic-Speaking Students of EFL, Vocabulary and the Art of Structured Review, Nathaniel Lotze.- PART FIVE: ENGLISH LANGUAGE LEARNING PROBLEMS.- Chapter Seventeen: Understanding English Speaking Difficulties: Implications for the English Language Curriculum for the Arab Students in a Pakistani University, Musharraf Aziz.- Chapter Eighteen: Domain-Specific and Domain-General Processing Accounts in Children with Specific Language Impairment (SLI): Contribution of Cross Linguistic Evidence, Areej M. A. Balilah, Yasaman Rafat and Lisa M. D. Archibald.- Chapter Nineteen: Difficulties Facing Children in Learning English as a Foreign Language in the Libyan Context, Deya M. R. AL-Osta Omar, Ahmed Ayiad Gaibani and Fadil Elmenfi.- PART SIX: MOTIVATION AND ERROR ANALYSIS IN FOREIGN LANGUAGE LEARNING.- Chapter Twenty: The Role of Intrinsic Motivation and Oral Corrective Feedback in the EFL Classroom, Cirine Zouaidi and Tarek Hermessi.- Chapter Twenty-one: Omani EFL Written Errors at a College Level, Sharifa Said Ali Al-Adawi.- Chapter Twenty-two: Investigating Motivational Factors in EFL Classroom from the Perspectives of Students at a Tertiary Context in Oman, Iman al-Kadie.- Chapter Twenty-three: An Error Analysis of Writing Skills among English Foreign Language Learners at University Utara Malaysia, Ahmed Basher, Fadil Elmenfi and Ahmed Gaibani.- PART SEVEN: THE ROLE OF CRITICAL THINK