Foreign Language Teaching and Learning

Dear Colleagues,

Due to the development of globalization, tourism, business, educational profession, political situation, and pop culture, proficiency in at least one foreign language is essential for many individuals. There is no right or wrong answer about what should be taught and how a language should be taught in the on-campus classrooms, blended environments, and virtual distance learning platforms. In addition to the teaching and learning environment, some scholars focus on the background of the learners. For example, it is important to understand the teaching and learning strategies, methodologies, and motivation among students and learners at kindergarten, primary school, secondary school, college and university, and vocational centers for nontraditional, returning, evening, and adult students. Moreover, previous studies have advocated that individuals at different life spans (infant, early childhood, young adulthood, mid-age, and late life) may have different learning behaviors and motivations. Therefore, this current issue provides the opportunity for researchers, scholars, governmental leaders, policymakers, and teachers to share their ideas, teaching and learning strategies, concepts, reviews, and feedback on the topic of foreign language teaching and learning. This issue welcomes all original studies with a qualitative, quantitative, and mixed methodology.

Dr. Luis Miguel Dos Santos
Dr. Yuk Lan Leung
Dr. Daya Datwani-Choy
Guest Editors

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