ABSTRACT
Language-teacher education by distance is a prevalent practice, with well over 100 institutions offering TESOL qualifications by distance, and a large increase in the numbers in recent years (Hall & Knox, 2009a). Volumes such as those by Holmberg, Shelley & White (2005). Richards & Roe (1994), and the current one, attest to the rise in interest of the distance education of TESOL teachers as an important site of professional practice, and therefore an important area for research in Applied Linguistics.
