Language teacher identity (LTI) research has experienced exponential growth over the past decades, shedding light on language teachers' multiple identities as well as their construction processes in various educational contexts. However, despite the fruitful findings, the dominance of researchers' perspectives and the contextual constraints faced…

L2 teachers' written feedback (WF) has been widely researched as one key cognitive factor in students' learning of a new language. Little research, however, has viewed WF as a contextually embodied and socially mediated activity that may be influenced by professional development. We compared five Iranian EFL teachers' WF before and after a…

This study aimed to investigate the reasons for low enrollments in a related teacher preparation program alongside seemingly high attrition rates among instructors in the field of teaching English to adults and determine if any solution could be found to encourage people to not only enter the field but persist in the career. A review of current…

This study explores how teachers construct and enact agency in professional learning from an activity theory perspective. Through a qualitative case study of three language teachers' experiences within a professional development (PD) program focusing on China's Standards of English Language Ability (CSE), this research identifies agency…

Corpus analysis offers a more accurate understanding of a language than intuition but is not widely used in foreign language instruction. This study uses a hermeneutic-phenomenology approach and content analysis to examine the impact of a corpus literacy course on the perceptions and performance indicators of 29 English language teachers. The…

As Australia's population becomes increasingly diverse, this paper examines how adult education can foster belonging, community, and empowerment for CALD learners -- a critical issue with broad societal implications. While Culturally and Linguistically Diverse (CALD) adult education aims to empower learners, this paper uncovers the complex…

The objective of this study is to analyze literature research on the lesson study model of English teachers and their entrepreneurship competencies. So, systematic review approach was used in the study. The systematic research was conducted in Web of Science and Scopus databases, covering studies between 2019 and 2024. The systematic review…

The field of English Language Teaching (ELT) and Learning is constantly evolving, influenced by advancements in educational theory, technology, and global trends. This article aims to explore several key issues and concepts in ELT, focusing on modern approaches and challenges faced by educators and learners alike. I will examine topics such as…

The present study adopted a praxis orientation to second language (L2) research and pedagogy to explore the professional development needs of three English as a foreign language (EFL) teachers after their first attempt at implementing dynamic assessment (DA) of essay writing. To date, few studies have examined how teachers learn to implement DA,…

The purpose of this qualitative study is to determine whether Sheltered English Instruction Training (SEIT) has any impact on the perceptions and practices of content level secondary school teachers. SEIT is intended to counter preconceived notions about English Learners (ELs) by leveraging their cultural background to enhance personalized…

French-as-a-second-language (FSL) teacher candidates' French proficiency and confidence are key indicators of recruitment and retention of FSL teachers. This paper outlines a pilot project, the Conversation Club, that was used to address linguistic insecurity and proficiency in FSL teacher candidates at one university. The Conversation Club was a…

This study explores the validity of the Culturally Responsive Instruction Observation Protocol (CRIOP) an instrument that measures the implementation of culturally responsive instruction (CRI) in K-8 classrooms with multilingual students. The validity study uses a Rasch measurement approach. With strong findings from analyses, including…

Many scholars have identified teacher education (TE) as a crucial site for strengthening the research-practice interface. Much of this work has focused on formal TE opportunities, English-language instructors, or university-level contexts. Less is known about how other educator demographics engage with second language (L2) research throughout…

This paper investigates the lived experiences of three Kuwaiti women as they construct and negotiate their professional identities as Muslim English language teachers in Kuwait. Building on the paucity of research surrounding religious identity and English language teaching contexts, positioning analysis and tactics of intersubjectivity were used…

This paper aims at understanding the extent to which languages are taught collaboratively in higher education (HE), which team teaching (TT) models have been implemented, and what lessons were learnt from the experiences. Following the Arksey and O'Malley framework [2005. "Scoping Studies: Towards a Methodological Framework."…