Despite scholars' advocacy of intelligibility over nativelikeness in the EFL education context, many learners still seem to favour standard British and American accents. However, comparisons across studies have shown some changes in learners' perceptions, suggesting a move away from standard accent orientation. This article reports part of a…

Professional and academic communication is changing rapidly due to the evolution of new technologies. In the context of language teaching, this scenario offers possibilities for genre innovation (Hafner & Miller, 2018) while also encouraging teachers' reflection on how to best prepare students for effective communication. To this end, it has…

Although language learners' knowledge of second language (L2) speech acts is postulated to be substantially influenced by learner variables, there is little empirical evidence of the influence of pragmatic motivation (PM) and willingness to communicate (WTC). To address this gap, this study sought to investigate the impact of PM and WTC as two…

Prior research points to many affordances of drama and storytelling for language learning, identity exploration, and intercultural dialogue (e.g., Belliveau & Kim, 2013; McGovern, 2017; Schewe, 2013) as well as ethical risks associated with engaging multilingual learners in performative pedagogies (Cañas, 2015; Piazzoli & Kir Cullen,…

Most research on the predictors of successful reading comprehension in a second language (L2) has been focused on cognitive factors. Very few studies exist on how motivational factors impact L2 reading comprehension. In this study, 179 Chinese college students read passages in English (their L2) and answered either literal, relatively superficial…

The use of linguistic landscapes (LLs) to expand the respect for and knowledge of minoritized language use has extended into classroom practice and teacher preparation. Nuanced racialized understandings of language that include multimodal and multilingual realities, however, complicate the potential for educators to make sense of the language they…

Service learning has been widely applied across academic disciplines and educational settings for various purposes. This study involved a group of 24 Taiwanese students of English as a foreign language who helped a nonprofit organization translate community development stories and annual reports from English to Chinese. These documents were…

This article examines the role of self-efficacy beliefs in learning English as a foreign language in an Indonesian primary school setting. Self-efficacy is a significant motivational factor affecting the cognitive and behavioral engagement of learners (Linnenbrink & Pintrich, 2003). The study adopted a mixed-methods research design that…

This article provides critical student perspectives on a set of instructor-created materials in which students ultimately delivered a spoken anecdote in a class presentation. The research was conducted qualitatively through the lens of narrative inquiry. Data were gathered from six participants, all undergraduate English majors at a Japanese…

This article focuses on the issue of adaptability in the field of education, particularly English as a foreign language teaching, and explores the question of whether academic debate can foster adaptability among university first-year university students majoring in science, technology, engineering, or mathematics. To answer that, the authors…

Critical practices for promoting English language learners' global and multicultural perspectives become more important in this global and interconnected world operating under systems of power, ideology, and hegemony. Grounded in the theoretical framework of critical global literacies and its explicit connection to pedagogy, the purposes of this…

Project-based learning (PjBL) has demonstrated its ability to improve a range of skills in students. However, some studies have reported that English teachers have difficulty activating interaction among all the participants, teachers and students, in a PjBL practice. No studies have empirically investigated how teachers can collaborate in PjBL…

This study explores the professional identity development of five nonnative-English-speaking teacher learners from different backgrounds who were studying for a master's degree in applied linguistics/TESOL at an Australian university, following the three-dimensional space narrative inquiry framework (Clandinin & Connelly, 2000). The study aims…

Research has shown that preservice teachers' beliefs are engrained and difficult to change through teacher education programs. Yet work to examine and improve teacher education shows programs can affect beliefs. Many programs use teaching practicums, but this research study examines a different experiential approach, structured language learning…

This article investigates how adult English language learners from refugee backgrounds respond to teaching strategies that aim to facilitate the promotion of learner autonomy. Interest in learner autonomy has grown significantly in the area of second language (L2) teaching. The culturally appropriate model of autonomy has been widely advocated in…