This paper presents research-led responses to two central questions concerning English as a foreign language (EFL) learning in kindergartens, namely how do the teachers facilitate EFL learning? and how does the impact of certain teacher interactional resources on learning become observable in interaction? Previous research showed that classroom…

Purpose: Although there exists a substantial body of research discussing the efficient implementation of classroom-based assessment (CBA), there is a dearth of knowledge regarding its application within the context of English as a Second Language (ESL) education in Malaysia. The current study aimed to investigate the ESL teachers' practices in…

This paper reports on a multiple case study classroom observation investigating the types and qualities of teachers' AfL strategies among three English teachers across three distinct types of secondary schools in Indonesia. The study found that while teachers are integrating several AfL strategies, the quality issues persist. The study highlights…

This study explored the EFL teachers' beliefs, perceived practice and actual classroom practice in relation to Traditional (teacher-centered) and Constructivist (learner-centered) teaching in Cyprus Turkish State Secondary Schools context. For this purpose, semi-structured interviews and structured observations were employed with purposively…

In response to the call for centering critical consciousness as a foundational goal in dual language bilingual education (DLBE), this article explores secondary Chinese teachers' instructional practices in Utah Mandarin Chinese DLBE programs and how their instructional practices reflect the missed opportunities and implementational spaces for…

This study contributes to research on teacher collaboration, which has not adequately examined the supports and challenges to English for speakers of other languages (ESOL) specialists and mainstream classroom teachers sharing roles in a student-centered classroom. Using a sociocultural theoretical framework, this study highlights the importance…

With the prospect of economic growth, governments in many parts of the world where English is spoken as an additional language have pushed for educational reforms and introduced English at the primary school level. However, the implementation of such reforms along with a general lack of training opportunities available to primary school teachers…

Teacher principles encompass a teacher's stated assumptions, beliefs, and conceptions about acquiring and teaching a second language (L2). Due to the complex and diversified nature of how principles take form, an individual teacher's principles will influence their judgements, perceptions and instructional decisions, thus affecting the outcome of…

The English language curriculum for primary schools in Ghana spells out the various aspects, topics and sub topics that teachers must teach the child within a specified time. The syllabus again specifies the various topics and sub topics that should be taught in an integrated manner so as to enhance meaningful learning. For this meaningful…

The purpose of the study was to find out both notions and practice where language learning strategies (LLS) are concern. LLS according to Oxford (1990) could be divided into two main strategies--direct and indirect strategies. Direct strategies are sub-divided into memory, cognitive and compensation strategies and required mental processing of the…

This study operationalizes Ruiz's language orientations framework (1984) and builds on his later work (e.g., 1997, 2008) by examining the ways in which local language policies influence the learning experiences of 12 multilingual youth and the teaching experiences of four of their classroom teachers. Using ethnographic and qualitative research…

The teaching ability is the key factor to decide the quality of teaching. How to train and improve the teaching ability of teachers has become a widespread concern of experts and scholars in the field of education and linguistics. The research investigates the status of students' practical teaching ability in the higher vocational college,…

Of the four English language skills, speaking enjoys a superior status. Accordingly, it should be given high priority while teaching. In spite of its importance, teaching English speaking skill to Arab EFL learners has always been an exacting task for Arab teachers of English because it is considered a foreign language, i.e. not widely spoken or…

This study examines the effect of questions on fostering interaction in English as a Foreign Language (EFL) classrooms. It also seeks to determine the characteristics of questions that promote increased classroom interaction. Data were collected through video recordings of EFL classrooms which were analyzed using Discourse Analysis techniques.…

This study investigates teachers' beliefs relating to grammar teaching in modern foreign language (MFL) learning in England. Focus on grammatical form has been consistently supported by linguistic research and teacher practice, and has progressively been reinstated in England's National Curriculum. However, MFL learning assessment in England has…