Despite growing criticisms of native-speakerism in English Language Teaching (ELT), the 'native speaker' concept is still used in the recruitment of teachers (Mahboob & Golden, 2013; Ruecker & Ives, 2015). This study critically evaluates the impact of native-speakerism on ELT hiring practices in the United Arab Emirates (UAE). To identify…

This study explores the complexities of teacher identity formation for two Chinese teachers of English in China, who represent two growing groups of English teachers: Alice, who worked in a private English training institution and John, who was a self-employed private English tutor. Drawing insights from Barcelos' (2015) theorization of the…

There now exists an established body of work outlining the challenges international students can face as part of the acculturation process, including a range of academic and non-academic pressures to overcome. For many students, writing essays in academic English for the first time is problematic. This article considers pedagogical approaches for…

The recent decades have seen enthusiastic calls for reconceptualizing English as a foreign language (EFL) education, taking into account the current socio-lingual status of English and how it is used "genuinely" for communication interculturally and internationally. However, a wide gap still exists between promulgation such as…

While research into various dimensions of language learning strategies has been thriving over the recent years, grammar learning strategies (GLS) have largely remained under-explored. The present mixed methods research aimed to explore GLS in the three stages of classroom grammar tasks, while striving to determine the sequence of GLS and their…

Today, the Common European Framework of Reference (2009), and with it the action-based approach, underlies English Language Teaching (ELT) curricula throughout Europe. However, actual teaching practices are likely to vary according to factors such as the educational level and supra-national differences, including legal guidelines and the level of…

Situated in the Vietnamese context, this article argues that rather than sideline knowledge of learners in favour of subject matter knowledge and pedagogical content knowledge as the basis of the knowledge base of LTE, prominence should be given to knowledge of learners if teachers' competence to teach responsively is desired.

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…

Most English language teachers around the world speak English as an additional language, and their level of English proficiency is often a matter of concern for them and their employers who associate higher levels of language proficiency with more effective teaching skills. To this end, several studies have examined the relationship between…

This study examines the effects of co-teaching between native and non-native English teachers on English as a foreign language (EFL) students' English proficiency in China, and then explores the students' perceptions of the collaborative form of teaching. Based on the co-teaching schemes created by the previous researchers, this experiment adopted…

This questionnaire study examined the beliefs, practices and constraints related to learner autonomy reported by 359 teachers (mainly expatriate) working on an English Preparatory Year Programme (PYP) at a university in Saudi Arabia. The teachers associated learner autonomy primarily with notions of independence and control and saw it as the…

This article uses the clitic left dislocation (CLLD) construction in L2 Spanish to investigate whether generative SLA has valuable insights to contribute to language teaching. Although CLLD is a structure that is commonly used by native speakers, as reported anecdotally and in at least one corpus, we found that native-Spanish and native-English…

The present study examined the interaction effects between teachers' choice of language in lexical explanation and second language (L2) learners' proficiency level on the learning of phrasal verbs and listening comprehension in a meaning-focused listening activity. Undergraduate L2 learners with two different levels of proficiency (intermediate…

This article reports findings from an investigation into how novice teachers' classroom discursive practices were influenced by history-in-person processes. Thought-based and practice-based data sources of two novice teachers were analysed to understand how history is brought to the present through the minds and bodies of individuals as they are…

Previous studies have shown that learner individual differences have important impacts on L2 accuracy development. The present study examines a learner variable (i.e. extraversion versus introversion) and its effects on incidental focus on form. Twenty-eight ESL students in two classes (an advanced and an upper-intermediate class) and their…