Research on the effects of second language (L2) listening strategy instruction (SI) has gained momentum in recent years (e.g. Vandergrift & Tafaghodtari, 2010). However, the reported results have been inconclusive and varied across studies. Synthesizing the results of quantitative research in this domain, the present meta-analysis sought to…

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…

In light of the growing importance placed by states on the use of authentic materials in foreign language education programs, this study explored the literary content found in the 18 English, French, and German ministry-approved language textbooks used in upper-secondary schools in Russia. The study identified 150 literary texts, following which…

Offered as a conceptual and programmatic piece, this article suggests that, due to its explicit educational orientation, the domain of instructed second language acquisition (ISLA) is challenged to align theoretical choices, research preferences, and educational practices in the interest of improving instructed L2 learning. It addresses the…

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…

The past 40 years have witnessed significant developments in ELT research, reflecting the changes in learners' language needs and the extensive development of various language learning/teaching methods in different times and places. The aim of this study is to provide a systematic and comprehensive account of changing ELT methods (oral-structural…

This article reports the results of a school-based curriculum development project that aimed to support language teachers working with culturally and linguistically diverse student populations in Norway to develop teaching strategies that foster intercultural citizenship and multilingual competence. Three university researchers collaborated with…

Over the past few decades, the pursuit of teachers-as-researchers has become an ideal for developing teacher autonomy to which many in the world of curriculum development and language teacher education try to promote (Benson, 2001). Nevertheless, research into how teachers learn to do research has been scarce, and there are pressing needs for…

This study investigates the effects of strategy-based instruction (SBI) on the promotion of learner autonomy (LA). LA was conceptualized and operationally defined as learner self-initiation and learner self-regulation. An intervention study was conducted with the participation of 37 students in an experimental group, and 54 students in two control…

This paper first presents and then discusses the attitudes towards and perceptions of education officers regarding introducing a school-based continuous assessment of speaking in the Botswana General Certificate of Secondary Education (BGCSE) ESL examinations as provided for in the BGCSE English syllabus in Botswana. Three categories of education…

Through a teacher-research project, I examined the tensions that emerged while negotiating with the students the curriculum for a Spanish for healthcare professionals course. I explore the tensions related to four emergent themes: student-centred versus teacher-centred learning, self-efficacy versus laissez faire work ethic, communication versus…

Describes the processes of curriculum and teacher development that follow an evaluation of a British University English for academic purposes program. (Author/VWL)