Editorial review on Vol. 5 No. 1

[1] Chavez JV and Prado RTD (2023) Discourse analysis on online gender-based humor: Markers of normalization, tolerance, and lens of inequality. Forum for Linguistic Studies 5(1): 55–71. DOI: 10.18063/fls.v5i1.1530

[2] Ghaderi E, Rouhi A, Tabrizi A, et al. (2022) Writing task complexity, task condition, and the efficacy of feedback. Journal of Language and Education 8(4): 73–87. DOI: 10.17323/jle.2022.12817

[3] Hoque MS, Islam M, Thurairaj S, et al. (2023) Flipped classroom pedagogy in higher education in EFL contexts: Findings and implications for further research. Forum for Linguistic Studies 5(1): 91–102. DOI: 10.18063/fls.v5i1.1534

[4] Lear MF and Reyes AF (2023) Difficulties and strategies of teaching Spanish language to collegiate Chavacano learners. Forum for Linguistic Studies 5(1): 103–116. DOI: 10.18063/fls.v5i1.1590

[5] Marav D and Choi LJ (2023) The implementation of English as a compulsory subject in Mongolia: EFL teachers’ perceptions and experiences. Forum for Linguistic Studies 5(1): 13–27. DOI: 10.18063/fls.v5i1.1514

[6] Popova O and Morhun O (2023) The development of Ukrainian university students’ discourse-oriented translation competence in Chinese and English as foreign languages. Forum for Linguistic Studies 5(1): 130–159. DOI: 10.18063/fls.v5i1.1622

[7] Qoyyimah U (2023) Handling translations of data for qualitative research. Forum for Linguistic Studies 5(1): 1–12. DOI: 10.18063/fls.v5i1.1515