In recent years, the topic of language teacher motivation has garnered significant attention within the realm of language teacher psychology. Researchers have delved into various aspects, including teachers’ commitments to the teaching career,...
Teachers’ quality has long been researched in the field of general education. However, little attention has been paid to the professional qualities of excellent English as a foreign language (EFL) teachers in the context of English curriculum reform,...
Teacher beliefs affect choices of methods, representations of learning, and classroom practice, and are important in understanding primary EFL teaching in France, where language teaching has been a compulsory subject entrusted to generalist class tea...
This study reports on a longitudinal narrative case study of Lin, a tertiary level EFL teacher in China, exploring how she exercised her agency and achieved sustainable professional identity development in different phases of her career. Based on nar...
Recent studies have shown the crucial role of students’ perceived English as a foreign language (EFL) teacher support in their academic learning within their immediate social environments. Nevertheless, little is known about the intricate links...
As Generative Artificial Intelligence (GenAI) tools become increasingly embedded in higher education, English as a Foreign Language (EFL) teachers are challenged to rethink their pedagogical identities and practices. While policy discourses often pro...
This study investigates the evolving pedagogical strategies and professional identity development of two novice college English teachers in China through a semester-long classroom-based inquiry. Drawing on Norris’s Multimodal (Inter)action Anal...
The recent growth and sustainability in online education have led to a greater demand for language teachers to accept online teaching and a heightened focus on language teachers’ emotions in an online setting. Based on the Technology Acceptance...
While there has been much research into teachers’ professional quality in general education, scant attention has been paid to the professional quality of EFL (English as a foreign language) teachers, especially those working in adverse areas, for the...
While Greek EFL learners’ pragmatic competence has been frequently investigated, few studies have focused on Greek EFL teachers’ pragmatic knowledge. Complementing these earlier studies based on semi-structured interviews, we employed an...
This quantitative study investigated the relationship between EFL teachers’ self-efficacy and their acceptance of online teaching in the Chinese context. One online questionnaire, including a self-efficacy scale and behavioral intention scale,...
Given that little is known about English teachers’ technological, pedagogical and content knowledge (TPACK), this study examined teachers’ TPACK of using interactive whiteboards (IWBs) by contextualizing the research in the Chinese EFL co...
Although AI integration in education is accelerating, professional development for Chinese EFL teachers remains predominantly techno-centric and lacks disciplinary specificity, resulting in persistently lower levels of AI literacy. To address this, t...
This narrative case study investigated English as a Foreign Language (EFL) teachers’ sustainable strategies in giving feedback and the factors influencing feedback decision-making in learner-centered language learning classroom in the Chinese c...
29 December 2022
Due to the COVID-19 pandemic, online teaching became a significant method at different levels of education across the globe. The transition from traditional offline to online educational environments brought new challenges for language teachers. Buoy...
This study examined how Chinese college teachers developed their Technological Pedagogical Content Knowledge (TPACK) by situating the learning process in three interactive activity systems during teaching English as foreign language (EFL) online in C...
The COVID-19 pandemic has caused teachers and students to abandon their physical classrooms and move into emergency distance education (EDE) settings. Thus, sustaining the quality in education has become a challenge during this transitional period. W...
Internationally, multi-/plurilingualism has been defined as an important educational goal and plurilingual education as a right for all learners. The present study investigates the readiness of Norwegian pre-service teachers (N = 54) to lay the found...
The academic study of work engagement among pre-service teachers during their practicum has been notably sparse, with even fewer investigations examining the influence of environmental stimuli on their engagement levels and the role of individual psy...
The use of different generative AIs such as OpenAI’s ChatGPT, Microsoft Copilot, or Google’s Gemini has been implemented and studied in different aspects of language education. However, exploring how the combination of teacher-generated f...
This study presents the findings from a longitudinal case study on a Korean English teacher’s experience of emotional vulnerability and professional development in online teaching. Grounded in an ecological perspective on teacher agency and emo...
Despite much interest in the flow experienced by English as a Foreign Language (EFL) teachers, there is less research on flow re-engagement and pre-service teachers at the crucial phase of career development. This study aims to examine flow dynamics...
The evolving landscape of educational technology has not only affected the design of teaching learning contents but also the employment of methods of delivery. In Vietnam’s language education discipline, research indicates that the integration...
Professional development (PD) is crucial for teacher growth, yet research on EFL instructors in higher education remains scarce. In Indonesia, PD research focuses more on secondary and primary school teachers, and the research that emphasises EFL tea...
The professional development of English as a Foreign Language (EFL) education has been converted from rigid hierarchical models to more flexible and context-sensitive frameworks. This study introduces ego-centred network card analysis as a new method...
The global importance of English and therefore the teaching of the English language has made the English language curriculum an integral part of all levels of teacher education, including early childhood education. The purpose of this study was to fi...
9 March 2023
In response to the challenges of the 21st century, the European Higher Education Area (EHEA) has been committed to the development of a training model that focuses on the acquisition of cognitive, physical, and social competences, among others, rathe...
Education for sustainable development in foreign language teaching and learning impacts students’ lives in their current or future endeavours. Despite a wide body of literature elucidating identity navigation of EFL teachers and international d...
This article builds on a study set within the Swedish educational system and focuses on lower secondary teachers’ use of national test results when awarding final grades of English as a foreign language (EFL). In Sweden, teachers are entrusted...
The role of assessment in a learner-centred environment is considered to be significant for both learners and teachers. Most of the time, however, it is used in traditional ways and ignores learners’ individual needs. Based on the results of a survey...
Sustainable development is promoted when the system of education provides the learners with an opportunity to equip themselves with moral values, skills, and competences that assist them in effecting personal and community positive changes. For this...
This study examined the impact of media multitasking on the reading habits and practices of 700 Moroccan English as a foreign language (EFL) teachers, utilizing a time-diary survey methodology. The findings reveal that a significant number of teacher...
Teacher-centered instruction is prevalent in preparation courses for large-scale standardized language tests. Student-centered instruction, while known to be effective in enhancing communicative competence, has been considered ineffective and time-co...
This research explores the roles of perceived teacher support, L2 grit, and Foreign Language Enjoyment (FLE) in willingness to communicate (WTC) in English among Pakistani university students, thereby filling a contextual gap in Pakistani multilingua...
Grounded in Gidden’s space theory, this case study examines the construction of linguistic identity in Chinese English-as-a-foreign-language (EFL) teachers teaching in a major Chinese city with regard to their language-learning experiences and...
Educational reforms and educational policy changes have favored the learning of English as a foreign language (EFL) in public education. Empirical research has examined how EFL specialist teachers in urban public schools perceive these changes or the...
This review examines the contemporary evidence on digital gamification’s effect on English as a foreign language (EFL) and English as a second language (ESL) classrooms’ outcome. The study focuses on vocabulary and other course-integrated...
Several studies on peer assessment (PA) have highlighted significant benefits for the learning process such as increased student motivation, enhanced collaborative learning (especially in terms of EFL writing) and improved reflection skills. Research...
9 January 2023
This exploratory mixed-methods research involves an intra-/intergroup replication design to analyse the classroom-situated willingness to communicate (WTC) in English foreign language (EFL) student teachers of early childhood education according to g...
Teaching is an emotion-laden process during which teachers are inevitably confronted with emotional disturbance. This study examines how Chinese EFL teachers transform emotional disturbance into well-being through interpersonal emotion regulation (IE...
Language Assessment Literacy (LAL) is critical for teachers to perform their assessment tasks, but many teachers in low-resource contexts do not receive adequate assessment training. This qualitative multiple-case study examined the impact of a short...
While many studies have acknowledged multifaceted roles of curriculum materials (textbooks) in EFL reading activities, textbooks alone are insufficient, as their effectiveness depends on how teachers use them. Teachers’ textbook usage is strong...
The teaching practicum, a psychologically demanding phase of professional development, yields diverse self-efficacy outcomes for pre-service teachers. While it is crucial to view the practicum as a cornerstone for shaping teaching beliefs, there exis...
Due to the impact of COVID-19, most Chinese universities have launched livestream teaching. Faced with this significant change of teaching mode, teachers experienced different emotions, including predominant negative emotions such as anxiety, stress,...
This paper explores how pre-service EFL teachers perceive the variety of methodic-didactic and pedagogical forms of differentiation that they consider as acceptable in their teaching practice and which shed light on knowledge areas related to adaptiv...
Task complexity has long been posited as an influential task feature inspiring much research. However, task complexity frameworks might be in need of adjustment, as they tend to emphasize the role of cognitive factors and neglect affective ones despi...
Framed in Complexity Theory, this paper presents a multi-case study of Chinese university English teachers’ cognitions and practices about form-focused instruction in English language teaching. Four teachers, including two novice teachers and t...
Because English is an integral component of education in Mexico, it is necessary to explore teachers’ language assessment literacy (LAL), or their language assessment knowledge and practices. Previous LAL studies have been performed in standard...
Inattention and hyperactivity/impulsivity that feature Attention-Deficit/Hyperactivity Disorder (ADHD) may be challenging in the classroom setting. However, little is known about language teachers’ self-efficacy and the approaches they would em...
This study explores the impact of college students’ perceived teacher emotional support on English academic engagement in technology-enhanced online learning contexts. It examined whether 450 Chinese students’ perceptions of teacher emoti...
of 3