In this article, we attempt to understand English teachers' perceptions, practices, and challenges concerning social agency through an integrative literature review to build and draw an interpretative framework and generate new knowledge. To achieve this, 58 empirical studies published in a period of seventeen years--2006 to 2023--were selected…

This article provides an overview of how student-teachers and the pedagogical practicum are conceived in the Colombian English language teaching field. The study reviewed 72 articles in three levels of analysis: extraction of corresponding knowledge, epistemic review, and concatenation of emergent insights. The analysis reveals that…

This systematic review aimed to provide a comprehensive view of critical pedagogy-informed collaborative professional development practices in English language teaching. Using four databases and relevant keywords, we found 67 studies conducted in Asia, South/Central/North America, Europe, Australia, and the Gulf countries and systematically…

This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of…

This theoretical review addresses the construct of beliefs in education and English as a foreign language, and their impact when integrating technology. A thorough definition and categorization of teachers' beliefs will be provided. In addition, studies conducted in various educational settings examining the effects of teachers' beliefs and the…