Learning, and especially the broader learning process, requires an intellectual and emotional effort. Such emotional effort can come with greater risks for some learner profiles than others, and this is particularly true for refugee/ forcibly displaced learners. To provide adequate support for these students from conflict-affected contexts,…

This exploratory study examines the link between emotions and teacher agency across different geographical contexts. Semi-structured interviews and life stories were used and analyzed through Hargreaves' emotional geography framework. The findings reveal that emotions significantly influence the teachers' ability to manage classroom dynamics and…

Disagreement is face-threatening but necessary for teachers to correct errors and prompt learning. However, little research has examined how teachers employ disagreement as feedback, especially from a multimodal perspective. This study investigated the differences in linguistic markers (LMs) and accompanying nonverbal behaviours (NVBs) associated…

Foreign or second-language (L2) pre-service teachers (PSTs) are simultaneously learners and teachers of the target language, adding to the complexity of teacher education. How these two identities are intertwined with their pedagogical beliefs and dominant ideologies has not been fully investigated, especially with PSTs in longitudinal studies. To…

Storytelling was initiated, as a part of this study, in a Pakistani university's undergraduate English class, involving reflective discussions and journal writing, to create a safe space where students can raise their voices. In a collectivist society, like Pakistan, society's norms are preferred over individual agencies (Bittles & Small,…

Despite the large numbers of Chinese students in Western TESOL and English language teacher (ELT) programs, very little research has been conducted on these students and we know little about their practicum teaching. This qualitative research study addresses this knowledge gap by investigating the student teaching and post-lesson reflections of…

Higher education consists of a wide array of education programs, some of which closely involve both domestic politics and issues that transcend national boundaries. This paper explores a controversial and highly contested higher education program that is shaped by a post-conflict affected context and transnational politics. Based on the case study…

This article is an autoethnographic study of the emotions and identities of a foreign language teacher in an Australian university while I was struggling with a heavy teaching workload due to the impact of the COVID-19 pandemic. Using self-narrative data of emotional experiences related to my teaching, I examine how my emotions and identities are…

Higher education has become increasingly diverse in recent years as patterns of migration expand and grow. However, while different linguistic communities are brought together, English is often conceived as the de facto lingua franca for research, teaching and learning. This is perhaps especially so in ethnically diverse conflict-affected settings…

When teachers work together in a language centre setting there can sometimes be tension due to differences of opinion. These conflicts can highlight possible ways in which the language centre management could improve. However, there needs to be a level of professionalism that is sometimes missing when emotions are involved. This paper proposes a…

Since 2000, I have been coordinating a web-based Virtual Exchange (VE) project, "Project Ibunka." "Ibunka" means different cultures in Japanese. It aims to provide opportunities for authentic interaction among English as a Foreign Language (EFL) and English as a Second Language (ESL) learners all over the world. By the end of…

In a knowledge society characterized by an abundance of information sources that present conflicting perspectives on socio-scientific controversies, it is extremely important for readers to construct effective mental models of such controversies. Nevertheless, readers' mental representations of controversial information are assumed to be biased…

Living in the 21st century means living in an era that is increasingly globalising where cross-cultural communication is essential; thus, students should be given opportunities to cultivate their Intercultural Communicative Competences (ICC). This paper reports on Phase 3 of ClerKing, a Franco-Jamaican telecollaborative project, which involved…

This study explores college EFL learners' construction of identity through the analysis of their pragmatic choices in digital stories, in which they narrated their relationship with another person they had helped in the past. More specifically, such choices were examined following Relational Dialectics Theory in learners' enactments of…

By using small focus group discussions, the present study aims to gain insight into students' perceptions about the impact of WhatsApp use in their learning process. More specifically, this study presents a cross-cultural analysis of British and Spanish university students' personal beliefs about the effectiveness of using WhatsApp to complete…