Purpose: This study aims to examine the impact of intercultural learning and collaboration on two English as a world language teachers from South Korea and Taiwan within a virtual professional development program, emphasizing their evolving understanding of culture and interculturality and its implications for practice.…

This study explored how a learning community was formed and evolved among Chinese and American teacher candidates through a virtual exchange (VE) project embedded in teacher education courses, and how the VE project could support candidates to develop globally competent teaching. Data were collected through pre- and post-surveys, Zoom recordings,…

Teachers are expected to encourage students to be active in the learning process in line with social-constructivist principles. However, when it comes to their own learning, they are obliged to attend activities organized by their institution. Triggered by this dilemma, this study introduced Computer-Mediated Communication as an alternative to the…

Purpose: This qualitative study sought to explore how Iranian English language professors used social media network Telegram in their classes and what possibilities and constraints they experienced with regard to classroom interactions and university education, and how they rethought the use of social media network Telegram.…

In response to the new policy of English department, the internship program has been shifted to virtual programmes. As part of this initiative, the university has collaborated with other educational sectors to offer a virtual English as a Foreign Language (EFL) internship programme aimed at training individuals as EFL teachers. The aim of the…

The current study investigated EFL teachers' perspectives and practices regarding learner autonomy in virtual language learning environment in Jordan. An interview and observation checklist have been used to collect data. Ten EFL teachers have been interviewed and one recording of their classes has been observed. Results revealed that teachers…

The use of information and communication technologies (ICTs) has become essential approach in the field of language learning especially for English as a foreign language (EFL) education. Because ICTs are widely use in higher education, students must be highly digitally proficient and have positive attitudes in order to efficiently manage their…

Language teachers are often masters of using the physical space in their language classrooms, rearranging furniture, groups, and artifacts to facilitate meaningful encounters with and among learners. Indeed, during the COVID-19 crisis, many language teachers are sharing that these human encounters--reading learners' needs through body language,…

This article discusses Vietnam Virtual EXchange for English Language Teaching (ViVEXELT), a project funded by the British Council -- Vietnam (Digital Learning Innovation Fund Pilot -- Response to COVID-19). It makes a substantial contribution to the theorization of Virtual Exchange as a fertile and inclusive knowledge-sharing Third Space. ViVEXELT…

Teacher perspectives have been lacking in the mobile-assisted language learning (MALL) literature. To fill this gap, this study investigates how Chinese teachers implemented WeChat-supported language tasks and the challenges they encountered in the process. Based on technology-mediated task-based language teaching and authentic assessment…

In recent years, Video-based Synchronous Computer-Mediated Communication (VSCMC) has started to be applied in EFL education for young Chinese learners. VSCMC teaching, as distinctive from face-to-face teaching, brings numerous planning challenges for teachers using technology. Research has shown that teacher beliefs significantly affect lesson…

The focus of this research is the practicalities of adjustment to a semester of teaching language wholly online in the current COVID-19 pandemic at a German university. Such a study is important in order to illustrate the ways in which language instructors who were already proficient in teaching online were able to marshal existing resources and…

Online English language teaching can now be facilitated by communication technology, which allows easy access to interaction with native speakers. Nevertheless, this industry subscribes to an assumption that native speaker English teachers (NESTs) are the gold standard of language whereas the non-native speaker English teachers (NNESTs) are…

Sociocultural perspectives of learning emphasise the role of social interaction and activity in the process of knowledge construction and foreground the social-cultural settings in which knowledge construction occurs. This paper examines how in-service language teachers co-construct technological pedagogical content knowledge (TPACK) in…

The 2019 Coronavirus pandemic has triggered significant changes in education systems worldwide and Initial Teacher Education (ITE) programmes have been particularly affected by the associated challenges. Due to school closures, teaching placements have had to shift from the face-to-face lessons to an entirely virtual model. Twenty-seven Chilean…