Although there is a growing number of studies investigating the effect of professional development (PD) on the general well-being of teachers, the reverse relationship has not been explored yet. In this respect, this paper aims to investigate the relationship between mindfulness in teaching, psychological well-being, satisfaction in life,…

In 2022, China's Educational Ministry, for the first time, released an industry standard for teachers' digital literacy. This standard provides a holistic framework for teachers' digital literacy (TDL) in five dimensions. Since few studies have investigated EFL teachers' digital literacy, the relationships among the five dimensions proposed for…

This study explores the identity formation of two postsecondary language teachers and course coordinators--one in German and one in French--as they created intermediate-level, content-based social justice curricular units for a multiyear project. Using a multiple-case-study methodology and cultural--historical activity theory, this qualitative…

This study highlights critical factors influencing English as a Foreign Language (EFL) teachers' decisions to provide in-class oral corrective feedback (OCF). It explores the interplay between teachers' individual differences -- namely educational background, teaching experience, and additional training -- and their decisions regarding OCF. EFL…

Many scholars have identified teacher education (TE) as a crucial site for strengthening the research-practice interface. Much of this work has focused on formal TE opportunities, English-language instructors, or university-level contexts. Less is known about how other educator demographics engage with second language (L2) research throughout…

The growing phenomenon of university courses designated as English-medium-instruction (EMI) worldwide presents new demands for non-native-English-speaking educators. However, adequate preparation and professional learning support for them to teach academic subjects in English remain a challenge. An understanding of their challenges and…

This qualitative case study aims to investigate the impact of a specially designed professional development course on three aspects: English language instructors' (1) knowledge, (2) skills, and (3) self-efficacy in integrating AI into their teaching. Cognitive apprenticeship and socio-constructivism set the theoretical foundations of this course.…

This article reports a qualitative case study on the translanguaging practices of Vietnamese English-as-a-foreign-language (EFL) educators and explores the mechanisms behind individual differences in their practices through an integrative cultural-historical activity theory perspective. Data were collected through semi-structured interviews,…

While much research is geared towards helping learners to think critically in language classrooms, scant attention has been paid to how language teachers learn to teach critical thinking (CT). To fill the gap, the present one-year qualitative case study investigated three EFL teachers' learning experiences in teaching CT in China. The findings…

Drawing on data collected from multiple sources, this qualitative case study investigates how seven English-as-a-foreign-language (EFL) academics from a university in mainland China perceive and cope with their professional vulnerability within the system of performativity. Three themes were generated from the data: (1) professional vulnerability…

This qualitative study investigates the effects of a publication limit policy on the research productivity and academic freedom of Vietnamese English as a Foreign Language (EFL) lecturers. Amidst growing concerns over research quality and output, the Vietnamese academic sector has implemented a policy restricting the number of publications an…

This study examines the testimonios of Mexican language teachers who experienced the violent and institutional imposition of neoliberal policies at the main university at the state of Puebla. Through the analysis of "testimonios," language teachers narrated their own trajectories to resist the implementation of the neoliberal policies,…

This paper explored teacher professional development (TPD) for online and blended learning (OBL) via microlearning in the higher education English language teaching context in Hong Kong in 2021 and 2022. OBL requires teachers to integrate technology. This study drew on quantitative survey data (N = 67) and interviews (N = 12) that took place after…

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.…

This article offers a decolonial reading of professional development for English-medium instruction (EMI). The article zooms into the context of Taiwan, where the promotion of EMI has intensified since the 2030 Bilingual Policy was introduced. It is unclear, however, what constitutes EMI professional development, and to what extent the…