Language teacher educators' identity is a significant contributor to pedagogical and professional choices they make in their work. Utilizing Foucault's notion of ethico-political self-formation as adapted by Clarke (2009), the researchers explored the identities of six advocacy-oriented language teacher educators (LTEs) working in the United…

Critical Literature Pedagogy (CLP) is a teaching and assessment approach that promotes reading against the text and critically examining biases, norms, and stereotypes in literature. As literature teachers have limited knowledge of the use of CLP as an educational approach to teaching and assessment of literature, this practical action research…

This study aimed to understand pre-service teachers' motivations and learning psychologies in language teaching. The study used a phenomenology pattern, a qualitative research method, to gather pre-service teachers' views about language teaching, motivations and learning psychologies during translation activities. The study group consisted of 42…

Reflective teaching (RT) is widely encouraged for pre-service teachers (PSTs) as a facilitating tool in learning to teach. Despite a large body of literature on RT, little empirical evidence sheds light on PSTs' perceptions of RT in the English as a foreign language (EFL) teacher education context in Vietnam. This study, thus, aims to examine…

Benefits of teachers' autoethnographies are well-documented in current research. This study adds to the research literature by directly analyzing how the insights gained through writing autoethnographic essays may impact second language (L2) teachers' classrooms. To collect the data, the study incorporated autoethnographic essays into a graduate…

Since the mid-1990s, the field of Second Language Acquisition (SLA) has taken a social turn which acknowledges the role that social interaction plays in second language (L2) learning. Since then, extensive scholarship has used a multimodal perspective as well as alternative SLA approaches to explore L2 through classroom interaction. Even though…

This article examines pre-service language teachers' perceptions of learning and teaching and how differentiation manifests itself in them. The 67 participants visualised 'an ideal language learning situation' and complemented a number of teaching-related metaphors, for instance, 'A teacher is like…' and 'A learner is like…' in the first session…

This study addresses the limited exploration in the literature regarding the influence of EFL teachers' informal digital learning of English (IDLE) on their creativity in Indonesian EFL classroom instructions. Using a cross-sectional survey design, data were collected from 244 Indonesian EFL teachers, encompassing both pre-service and in-service…

Organizing effective instruction is a characteristic of classroom management, which minimizes time wasting and keeps students moving at a good pace. The primary purpose of this study is to explore the current practice of instruction-giving strategies being utilized in EFL classrooms in a Vietnamese public university. To achieve this goal, both…

The relevance of the research topic is that in order to effectively ensure the professional training of highly qualified personnel in higher education institutions, priority is given to professionally competent teachers, researchers and innovators who are able to implement modern methodological approaches to scientific knowledge and…

Adopting translanguaging as a pedagogical practice may help teachers overcome challenges existing in Indonesian EFL. However, the implementation of translanguaging pedagogy is complex. Although translanguaging often occurs spontaneously in EFL teaching practices, most educational institutions and stakeholders still perceive a monolingual approach…

This study examines the application of corpus linguistics in English language teaching (ELT) in Colombia, where its practical adoption remains limited compared to many developed countries. Data were gathered through a survey of English instructors at Colombian universities to assess their familiarity with corpus linguistics. Findings indicate…

The teaching of critical thinking (CT) has become an important requirement in many English language classrooms at different educational levels, yet little is known about how teachers promote the learning of CT. This article reports on a qualitative study examining the ways in which two university English as a foreign language (EFL) teachers in…

Based on sociocultural theory and pragmatism philosophical underpinnings, this study explores the classroom assessment practices of tertiary EFL practitioners, focusing on their alignment with contemporary constructivist assessment trends, methods, and approaches, rather than psychometrical assessments. The study extends knowledge on language…

Twenty-five years ago, Freeman and Johnson positioned language teacher education (LTE) and practice as a socially learned and sociohistorically situated activity. Although this shift substantially broadened and contextualized our understanding of educator learning and practice, further substantive work is needed in LTE to offer an equitable…