Language teacher identity (LTI) research has experienced exponential growth over the past decades, shedding light on language teachers' multiple identities as well as their construction processes in various educational contexts. However, despite the fruitful findings, the dominance of researchers' perspectives and the contextual constraints faced…

The purpose of this paper is two-fold: it begins by exploring communication patterns in Iranian second language (L2) classrooms, then describes the implementation of action research in two different cycles to enable teachers to identify possible problems in their L2 classrooms and find ways to improve them. Through qualitative analysis of…

This study aimed to investigate the reasons for low enrollments in a related teacher preparation program alongside seemingly high attrition rates among instructors in the field of teaching English to adults and determine if any solution could be found to encourage people to not only enter the field but persist in the career. A review of current…

This paper focuses on Seligman's (2011) PERMA components (positive emotion, engagement, relationships, meaning, and accomplishment) of well-being. Teachers' reflection data have been analysed deductively to identify components of PERMA as relevant to themselves as well their perceptions of their learners' well-being during and after a longitudinal…

This edited book brings together an international cast of contributors and chapters which recognise the complexity of teacher leadership and its situated and dynamic nature. Chapters in this book are research-driven, and each reports on findings from (teacher-led and otherwise) research, synthesising the current state-of-the-art in each area. Each…

The role of intuition and the part it plays in effective pedagogical responses has barely been recognised in the field of English language teaching, or indeed in education more generally. This is likely to be because intuition is a slippery concept difficult to define, understand and investigate. With this challenge in mind, through narrative…

While research on language teachers' engagement in action research (AR) has received a surge of attention, the influence of AR programs on English language teacher agency remains underexamined. This qualitative study explored how ten English language teachers' perceptions of their agency changed as they participated in an action research…

Classroom interaction is a vital factor for teaching and learning second language. Numerous studies were conducted by researchers to shed a light on different aspects of this concept. Many different features of classroom interaction were dealt with researchers such as feedback, questioning, concept checking. Code-switching during the lesson is one…

Over the past decades, research on language teachers' engagement in action research (AR) and more recently on their emotion labor has exponentially grown. However, little research is available on how AR and emotion labor intersect to shape language teacher professional development. This study addressed this gap by reporting on how four Iranian…

The study investigated the extent to which teachers who practiced action research changed in light of the new knowledge they gained from their research. A mix of qualitative and quantitative data were collected using a questionnaire, interviews, and focus group discussions from teachers of English as a foreign language at three Ethiopian public…

Action research has been enthusiastically promoted in TESOL for almost forty years and has projected hopes for the emancipation of EFL grassroots teachers from reliance on evidence-based SLA research. Drawing on data from semi-structured interviews with grassroots secondary school teachers, this study attempts to show that the contrast between…

The article reflects on ways in which the use of participatory action research (PAR) in a study to improve the teaching of English as a second or additional language, promoted knowledge democracy. In the article, we pay special attention to how nine Senior Phase/Junior Secondary (Grade 7-9) school-teachers of English as a second or additional…

This paper reports on the experiences of the authors teaching action research workshops as professional development for language teachers in Europe during the COVID-19 pandemic. It describes work carried out for Action Research Communities for Language Teachers, which is funded under the Training and Consultancies programme of the European Centre…

During the last decades, global interest in learning English as a foreign language has increased, encouraging countries to include it in school education. This trend was followed by the Chilean Ministry of Education, which suggests teaching English based on a communicative approach starting in early childhood education. To foster students'…

The number of reports and publications about exploratory action research (EAR) has been increasing in recent years; however, there is still a dearth of studies that examine its effectiveness for improving teaching and learning. This study explores Nepalese EFL teachers' perceptions of EAR, the ways they explored their classroom issues, and how…