Addressing an underappreciated research area, this study reports on how two English language teachers in a Turkish tertiary education context use a global coursebook. At the beginning of the study, a metaphor elicitation task and pre-study interviews were employed to detect the teachers' coursebook conceptualizations. Then, a total of 12 lessons…

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 present study identifies and maps the reflexive praxis of two experienced English as a foreign language (EFL) instructors as they reconstruct and negotiate textbook material in situ. An abundance of critical studies underscoring social injustices in the contents of globally published EFL textbooks do not sufficiently address the negotiation of…

Children learning Chinese must cope with an opaque orthography lacking transparent relations between oral pronunciations and written characters: a challenge heightened for L2 learners. Use of digital Pinyin input may facilitate connections between oral and written language by allowing learners to access vocabulary they cannot yet write. We…

Set against the backcloth of increasing recognition and attention to literature in foreign language education (FLE) globally, this article reports part of a large-scale study of 1,190 secondary-level learners' views of the benefits of literature, as instantiated by short stories (ShS) and poems and songs (PS) in their English-as-a-foreign-language…

Digital multimodal composing (DMC) has attracted language instructors' and researchers' increasing attention during recent years. Previous studies mainly investigated the students' DMC processes and perceptions, but DMC products are underexamined, and in particular, scarce is research comparing collaborative DMC products and individual DMC…

Although much has been written about the relationship between teachers' beliefs and practices, research examining the role of emotions in the realm of teacher cognition remains limited. This article presents a case study investigating one English as a second language (ESL) teacher's beliefs and practices about teaching literary texts, drawing on…

This article examines mono- and bi/multilingual practices on the University of Cambridge CELTA (Certificate in Teaching English to Speakers of Other Languages) course. This course is generally considered to be one of the most popular and widely-recognized initial teacher education programmes in English language teaching worldwide. The article…

Peer feedback has been proposed as a way to boost student feedback literacy and learners' evaluative judgment. However, the notion of peer feedback and its related processes present numerous challenges for teachers and learners. By adopting the principles of Exploratory Practice with my undergraduates studying academic and business English, I…

English-medium instruction (EMI) has been implemented in higher-education institutions around the world. This study examines the states of EMI-related professional development (PD) for Korean science and engineering professors and their perceptions of such programs. Faculty members at the three major science and engineering schools in Korea…

The present study presents an instructional procedure developed in an attempt to enhance incidental learning through graded readers in class, the Multiple Incidental Exposures (MIE) procedure, and compares it to a more common procedure involving reading and doing the exercises, which is referred to as Traditional Explicit Practice (TEP).…

This study examines university teachers' beliefs and practices related to task-based language teaching while teaching English as a foreign language. Task-based language teaching (TBLT) has become a prominent topic for researchers and practitioners in recent decades. It is also advocated by the Chinese Ministry of Education for college English…

Teachers' proactive and reactive classroom management strategies are a significant component of teaching effectiveness. Teachers need to develop such strategies to structure a positive classroom environment. In addition, teachers' self-efficacy beliefs concerning their classroom management strategies are equally significant. This research aimed to…

This article reports on an experimental study that set out to investigate and compare the effectiveness of a direct and an indirect approach to data-driven learning (DDL) in facilitating Chinese learners' mastery of a challenging type of lexico-grammatical resource (i.e. hedges) in an undergraduate English-as-a-foreign-language (EFL) writing…

Regarding the three main features of scaffolding, namely, contingency, fading, and the transfer of responsibility, contingency entails the assistance adjusted to a learner's existing level of understanding. The present study investigated the effect of the model of contingent teaching on improving Iranian English as a foreign language (EFL)…