This qualitative study seeks to explore how two university English-as-a-foreign-language (EFL) teachers learned to teach critical thinking (CT) through lesson study in China. Informed by relevant literature on CT and teachers' learning to teach CT, and drawing on data from interviews, classroom observation, artefacts and research journals for one…

The evolving nature of intercultural education necessitates a shift from static to reflective pedagogies among teachers. This case study investigates the efficacy of a collaborative lesson study (LS) approach in enhancing Chinese university instructors' proficiency in participatory, non-essentialist intercultural teaching. Six English as a Foreign…

This paper discusses the application value of the writing teaching mode combined with the mixed teaching mode in college English writing teaching against the background of big data. Focusing on production-oriented approach (POA) theory, this paper proposes a mixed learning writing model for English teaching and applies the POA mixed learning…

Purpose: The lesson study aims to examine college English teachers' growth in technological pedagogical content knowledge (TPACK) and the improvement of students' learning outcomes in the context of MOOC-based and AI-powered flipped teaching and assessment of EFL writing (MAFTA). Design/methodology/approach: Three college EFL teachers and their…

Curriculum material use is an agentive, reciprocal and innovative practice, involving multiple stakeholders such as teacher, students and assessments that mutually shape one another. While it is generally acknowledged that teachers' knowledge and skills deeply shape the way they use materials, little is known about how material use can possibly…

Purpose: The purpose of this paper is to examine how teachers engaged in curriculum deliberation through lesson study (LS) and how different types of teacher knowledge were elicited, co-constructed and transformed in integrated ways across LS stages. It also clarifies how different school-level orientations influence the nature, depth and scope of…

Conducted in a Chinese university, this study tracked eight students' changes in their beliefs and practices of translanguaging when developing academic literacies throughout a 14-week English for Academic Purposes (EAP) course, where translanguaging pedagogy was systematically planned and implemented. Data were collected from classroom…

Experience-based learning (EBL) is an allowing learners to develop through learning experience. Creative entrepreneurship (CE) requires learners to gain real hand-on experience. This study aimed to develop CE through EBL and examine the results. The sample group consisted of 30 fourth-year Chinese students majoring in Thai language. CE and…

Despite empirical evidence in support of the effectiveness of using tasks in young learners' classrooms, task implementation has been repeatedly reported as a thorny problem. An essential but under-researched issue is how in-service teacher education programme can be conducted to facilitate teachers' implementing tasks in their classrooms. This…

Vocabulary, as the fundament of any language, is one of the most crucial aspects of language learning. And it also draws great attention from Chinese learners of English as a foreign language (EFL). This study conducted an experiment to examine the effectiveness of the picture-word inductive model (PWIM) and readers' theater on Chinese primary EFL…

Collaborative lesson preparation is a common practice for Chinese teachers who work together to solve their teaching difficulties and problems. Based on the theoretical framework of community of practice (CoP), this paper describes how a teaching group in a university (entitled G University) in China was engaged in its lesson-preparation community…

This study aimed to investigate the current needs of student-teachers' professional development, develop a training module to improve their initial ELT proficiency and determine its effectiveness. The mixed methods research design with parallel strategy, starting with the quantitative and following by the qualitative research methods were employed…

This study examines a timely yet under-studied area of language curriculum implementation in classroom settings. It explores teachers' enactment of content by focusing on the use of prescribed textbooks for planning instruction in higher education by teachers of English as a foreign language in mainland China. This qualitative case study involved…

Teacher assessment literacy (AL) is a concern for both educational assessment and teacher education research. As part of teacher AL, teacher competency of assessment planning has remained underexplored. To address this gap, this study explored how a group of 20 contest-winning university English teachers in China planned for assessment through…

In view of ongoing debates about the future of task-based language teaching (TBLT) in contexts of English as a foreign language (EFL), we present a detailed case study of teacher beliefs and practices regarding TBLT conducted in a secondary school in mainland China with a long history of communicative and task-based teaching approaches. We used a…