John I. Liontas, Ph.D., is an associate professor of foreign languages, English for speakers of other languages (ESOL), and technology in education and second language acquisition (TESLA), and director and faculty of the TESLA doctoral program at the University of South Florida. He has over 30 years of K-20+teaching experience and research in the United States and other countries, has held several academic faculty and administrative positions in higher education, and has taught a wide range of language and academic content courses. He has also directed, coordinated, and administered language and academic programs at various US institutions and sits on several local, state, regional, national, and international academic bodies as director, managing editor, chair, reviewer, evaluator, or appointed/elected member. He is an active member of several (inter) national learned societies and has participated as PI and Co-PI on several multimillion dollar funded projects.

Prof. Alison Wray has a BA and D.Phil in linguistics from the University of York and had a 3 year postdoctoral in the Music Department of the same university. After working as a linguistics lecturer at what is now York St John University in York, she became Assistant Director of the Wales Applied Language Research Unit, Swansea University. In 1999 she was made a senior research fellow at Cardiff University, and subsequently a Reader, Professor and Research Professor. She been Director of Research for the School's of English Communication and Philosophy since 2004. What follows is an INTERVIEW with Alison Wray (AW) conducted by Karim Sadeghi (KS).

Susan Gass is University Distinguished Professor in the Department of Linguistics and Germanic, Slavic, Asian and African Languages at Michigan State University. Her research is in Second Language Acquisition and includes the areas of Input and Interaction, Language Universals and Language Transfer. More recently she has become interested in the area of attention and how it relates to acquisition. She has written/edited a number of books on second language acquisition and has taught and lectured in various parts of the world. Currently at MSU, she is the Director of the English Language Center, Co-Director of the Center for Language Education And Research, Co-Director of the Center for Language Teaching Advancement and Director of the Second Language Studies Ph.D. Program. She recently served as President of the International Association of Applied Linguistics (2002-2008). In the following INTERVIEW, Susan Gass (SG) answers questions asked by Karim Sadeghi (KS) on her role as co-editor of SSLA.

Simon Borg first taught English as a foreign language in 1988, in Malta, then graduated from the University of Malta in 1990 and started teaching English in a state secondary school, also in Malta. He did my MA at the College of St Mark & St John (UK) in 1991 and taught for a few more years in Malta after that, starting a PhD at the University of Exeter in 1994. He spent two years in New Zealand from 1996, teaching, teacher training and finishing the PhD, and in 1998 he joined the University of Leeds. He left Leeds as a Professor of TESOL in 2014 to become a full-time consultant and remain a Visiting Professorthere. He is also a ‘Professor II’ at University College Bergen. His PhD was about teacher cognition in L2 grammar teaching and the study of teachers’ beliefs and knowledge. He also specializes in teacher education and professional development, teacher research, and research methods. What comes below is an INTERVIEW with Professor Simon Borg on his academic achievements and issues related to teacher education conducted by the editor of IJLTR. KS stands for Karim Sadeghi and SB stands for Simon Borg.

A focus GROUP refers to a GROUP of people who share some common characteristics. A researcher gathers these people in the GROUP in order that they share their points of view and interact with each other over a specific issue. Focus GROUP and INTERVIEW GROUP are used interchangeably in the scientific literature and both refer to a method of collecting data in qualitative studies. Given the important role of a focus GROUP in determining knowledge, attitude and performance of its members, the aim of the present article is therefore to provide some basic guidelines in conducting such a GROUP.

Studying the dimensions and aspects of politics is basically complex, difficult, and controversial. In the study of politics, we are often confronted with different and sometimes paradoxical ideas, narratives, and arguments about political phenomena. Naturally, answering these questions and evaluating the nature of the issues raised requires learning techniques and methods that help us for methodical research. INTERVIEWing is one of the most common methods of data collection, which is unfortunately less used in the field of political science in Iran. Addressing new INTERVIEW methods, such as online INTERVIEWing and new communication capabilities, is an inevitable necessity for data collection. The importance of which became clearer to us in the Corona period. The main question of this paper is what types of INTERVIEWs have the capacity to collect data and understand political attitudes, and how should the INTERVIEW process be conducted? The main purpose is to be able to introduce the dimensions and aspects of INTERVIEW-based research, types of INTERVIEWs and discuss how to conduct the INTERVIEW process. Therefore, an attempt will be made to consider the methods of collecting INTERVIEW data in three structured, unstructured and semi-structured formats, the advantages and disadvantages of the INTERVIEW, the types of INTERVIEWs, and the INTERVIEW-centered research process.

The paper covers an INTERVIEW with Professor Themba Andrew Dube that captures his academic career that spans ordered algebraic structures, frames (locales), category theory, and pointfree function rings. The dialogue between the author and Dube features some of the work of Dube's doctoral students that influenced his research direction. The collaborative work of Dube and his relationships with prominent local and international scholars is exchanged in the conversation. We also narrate Dube's academic citizenry in Quaestiones Mathematicae, the journal of the South African Mathematical Society, whilst he was Editor-in-Chief. The paper gives a valuable historical account of Dube's contribution to the South African mathematical landscape and the African mathematical diaspora.