Students' perceived teacher support (SPTS) is considered crucial to students' learning. But most existing SPTS scales were developed for the field of general education, and there is a lack of studies that attempt to develop a tailored scale specifically for the context of EFL learning. This study interviewed 86 Chinese college EFL learners and…

Although there are many disagreements about its definition and how it should be applied, reflection is an important professional development tool in teacher education. If in-service teachers think in-depth about critical incidents and reflect on them, they can develop new understandings of the teaching and learning process. The study investigated…

This qualitative study explores how foreign non-native English speaking teachers (FNNESTs) perceive themselves as English educators and how they exert agency to be better perceived as professionals. Given the close relationship between teacher identity and its implications for educational outcomes, this study is based on Norton's (2008)…

To enhance teachers' preparedness to support the growing number of multilingual learners, teacher educators need to engage inservice teachers working across K-12 settings in continued professional learning. In this study, we described a teacher education program designed for inservice teachers who were from diverse backgrounds and worked in a…

Teacher identity is complex, changeable over time, and a poly-component assembly like the social identity. Since there were some problems in analyzing teacher identity with the existing binary methods using NNEST (Non-Native English-Speaking Teacher) and NEST (Native English-Speaking Teacher), various analyzing methods were adopted in this study,…

Research on pre-service and novice teachers shows that their school learning experiences play a role in developing their pedagogical beliefs. However, whether these experiences continue to influence teachers' beliefs as they become more experienced requires further investigation. This study aimed to examine how the school language learning…

The problem is English language learners (ELLs) in adult education and college programs in the United States need support in achieving learning goals due to a lack of qualified English as a second language (ESL) teachers in their home countries. The purpose of this basic qualitative study was to understand how ELL students in Indiana perceive the…

Student teachers enter teacher education programs with existing values, beliefs, and knowledge about teaching. However, little is known about the significant resources that shape this initial professional identity. Additionally, there is a lack of understanding regarding how first-year student teachers depict their initial professional identity in…

This ADiBE case study explores an innovative, integrated approach to addressing diversity in secondary classrooms in England, where more than one language is used and learned. We position diversity in multilingual and multicultural communities where schooling seeks to provide meaningful learning experiences for all students and guide learners…

This investigation utilized a phenomenological approach to investigate the experience of English language educators in employing artificial intelligence (AI) tools into English language learning. The study used purposive sampling and 20 participants were interviewed. The data analysis was guided by Bronfenbrenner's (1979) ecological systems…

Besides teaching the way they were taught, teachers teach the way they learned (Oleson & Hora, 2014). Thus, if teachers are to be guided to teach online effectively, their learning experiences and the ways they learn online need to be understood. This study focused on second/foreign language and literacy teachers' (LLTs) Learning Presence (LP)…

As an important variable in critical thinking instruction, teacher cognition has been emphasized in recent years, but there is relatively insufficient understanding of how Chinese pre-service teachers perceive the cultivation of critical thinking in teaching English as a foreign language (TEFL). From the perspective of Vygotsky's sociocultural…

Electronic portfolios have become popular in teacher education programs as they allow learners to document and reflect upon their work and learning process. This cross-sectional study examines data gathered from 19 primary and secondary EFL teachers enrolled in a postgraduate program. The study aims at understanding these teachers' learning…

Previous research has considered fluctuations in students' foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the…

Controversy about whether English for General Purposes (EGP) or English for Specific Purposes (ESP) should be taught at university courses has attracted the attention of language teachers and researchers in Mexican higher education during the last decade. However, moving towards ESP remains a complex task since EFL instructors and authorities are…