The alignment between learning objectives and assessment practices is critical to effective language teaching and learning. This study explores the alignment between learning objectives and assessment practices in English classes at a public senior high school in Jakarta, Indonesia. Grounded in a qualitative case study using Bigg's constructive…

Teacher continuing professional development (CPD) is almost always on the top of educational agendas in any country of the world. While existing studies primarily emphasize effective CPD programmes, this qualitative research seeks to deepen our understanding by examining the nuanced interplay of teacher's unique working contexts, historical…

In response to the global expansion of the English language, several conceptual and analytical paradigms--World Englishes (WE), English as a lingua franca (ELF), and English as an international language (EIL)--have been developed to study the pluricentricity of English and its pedagogical implications. English language teacher education programmes…

Action Research is now frequently practiced and promoted as a form of continuing professional development for language teachers, with recent studies reporting many benefits for those who engage in Action Research. Less frequently reported, but equally as important for sustainability, are the wider impacts of Action Research engagement on teachers'…

In the context of globally integrated education, the last decade has seen a significant rise in bilingual primary schools across China. This development has led to the recruitment of an increasingly diverse group of international teachers to deliver English as a Foreign Language (EFL) education. These EFL teachers introduce a wide array of…

"Content and Language Integrated Learning" or "CLIL" as it is most commonly referred to, is an innovative methodology that has been gaining interest in the last few years.Although at first its implementation might appear to be something simple, as there is a tendency to think that for the successful application of CLIL based…

The integration of Information and Communications Technology (ICT) into language teaching and learning is mandated by the national policy in Indonesia. This study aims to describe 34 experienced female EFL teachers' experiences ICT professional development. This study reports on 1) encouraging and discouraging factors of ICT use for participants,…

While Task-based Language Teaching (TBLT) has been widely researched and accepted as a potentially powerful teaching method in language education around the world, research examining the teachers' beliefs about the impacts of a training on TBLT to date has remained limited. In Vietnam, studies on this topic were scarce (Nguyen & Jaspaert,…

Purpose: Despite the comprehensive nature of pre-service teacher training programs in Malaysia, the first year of teaching remains a challenging period for novice educators. Effective practices to support the transition to professional life is therefore crucial for teacher retention. This paper presents findings from a prospective study of an…

The collaboration and learning of high school English language learner (ELL) teachers is an overlooked aspect of policy and research regarding the opportunities and outcomes of emergent bilingual (EB) students. In order to better understand the work of ELL teachers, this study examined their participation in an important setting: the professional…

The problem for this study was that an average of 60% of eighth-grade English Language Learners (ELL) in one Virginia county were not meeting reading proficiency based on Virginia Standards of Learning. A basic qualitative design was used to explore teachers' perspectives on their successes, challenges, and the resources they need to teach…

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…

This paper investigates the challenges EFL instructors faced while delivering online classes during the pandemic in Japan in order to help language instructors improve the quality of classroom interaction they provide. Semi-structured interviews were conducted with seven EFL instructors at the English Department of a Japanese university.…

English as a foreign language (EFL) teachers in under-resourced contexts are prone to constraining factors influencing their interactive and technological pedagogical choices. To cast light on this population of EFL teachers' technology-integrated interactive teaching practices, such as technology-assisted project-based language learning (TAPBLL),…

Novice English teachers' (NETs) status is particularized as a distinctive phase in which they often cope with various problems while learning to teach effectively. NETs' professional development (PD) demands much attention, yet there is a paucity of research documenting their PD in the ordinary course of their professional lives. This case study…