After the publication of the "CEFR Companion Volume" in 2018, a revision of the curriculum in force for the English subject in the Bilingual Sections in the Community of Madrid has been implemented. One of the main changes is the inclusion of the concept of linguistic mediation in the subject 'Advanced English' in the last stage of…

The study aimed to develop a teaching module based on conversation analysis in order to promote aviation students' interactional and intercultural competence. Firstly, the needs analysis was conducted to investigate the communication problems and English skills in terms of interactional and intercultural competence needed in the aviation industry…

Although English for Academic Purposes (EAP) needs among undergraduate and graduate students in both English as a second language and English as a foreign language contexts have been widely researched, there is still a scarcity of research on the EAP needs of graduate students in less-developed parts of China. Adopting a mixed-methods approach…

This study explores the role of cognitive task complexity in English as a Foreign Language (EFL) curriculum development and its impact on learner engagement, motivation, and learning outcomes. A mixed-methods approach, combining qualitative and quantitative methods, was employed to gain comprehensive insights into the topic. The qualitative…

Numerous empirical studies and syntheses have explored technology-mediated task-based language teaching (TMTBLT) (for example, Chong & Reinders, 2020; Kim & Namkung, 2024; Lai & Li, 2011; Ziegler, 2016), with findings highlighting the affordances of technology for interaction and its associated benefits. However, few studies have…

While various innovative pedagogical methods have been proven effective in facilitating the development of students' English language skills in different contexts, this study explores the implementation of several innovative methods in one EMI course, which includes collaborative online international learning (COIL), content language integrated…

Self-determination theory (SDT) provides a cross-cultural, empirical framework for exploring what world (i.e., "foreign") language educators can do to support the satisfaction of their learners' basic psychological needs and, in turn, their autonomous motivation and well-being. Despite this, the identification of approaches to world…

The term Professional Development (PD) was first introduced to English teachers in China in the Revised Curriculum Standards (RCS). For PD to be effective, the teachers and policymakers involved in its implementation need to have a common understanding of its scope and purposes, but little is known about how English teachers in China understand…

Language placement tests (LPTs) are used to assess students' proficiency in a progressive manner in the target language. Based on their performance, students are assigned to stepped language courses. These tests are usually considered low stakes because they do not have significant consequences in students' lives, which is perhaps the reason why…

Curricular reform requires Finnish schools to be language aware and promote instruction that builds on students' linguistic resources. However, knowledge about students' experiences related thereto remains scarce. To create understanding about linguistic integration in increasingly multilingual schools, this study quantitatively explores the…

This qualitative study aimed at exploring English teachers' understanding of the Basic Education Core Curriculum in Thailand and to investigate the contributing factors. The selected research with triangulation design was used to analyze the data, which was obtained from 66 English teachers. The drawings and questionnaire data showed that most…

Within the context of an ongoing reform of the curriculum for English as a foreign language (EFL) in China, we present the implicit association test (IAT) as a new way to measure Chinese EFL teachers' implicit attitudes to a communicative language teaching (CLT) curriculum and to compare their attitudes to traditional language teaching (TLT)…

The current assessment in language classrooms prevailingly utilizes the criteria provided by instructors, regarding learners as passive recipients of assessment. The current study drew upon sustainable assessment and the community of practice to highlight the importance of involving learners in co-constructing the assessment criteria and argued…

Newcomers to Canada with low proficiency in English or French often face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, not all newcomers are able to attend face-to-face classes (Shaffir & Satzewich, 2010), suggesting a need for outside the classroom, occupation-specific language…

China's National English Curriculum Standard, launched in 2001, clearly reflects a philosophy and characteristics of learner-centeredness. However, limited evidence is available as to how far the learner-centred philosophy has, through interacting with the local contexts, influenced teachers' beliefs, which will translate into a core philosophy…