This study implements a timed reading (TR) approach as a scaffolding teaching and learning method to enhance reading achievement and strategies within the Saudi English as a foreign language (EFL) context. The study adopted TR intervention in which processes of EFL reading are scaffolded with those of getting a driving license. The study employs a…

The promotion of 21st century key skills is crucial to build 21st century citizenship. The purpose of this research was to examine teachers' and students' views on the use of Content and Language Integrated Learning (CLIL) approach in Physical Education regarding the development of 21st century skills and the syllabus covered in lessons. In-depth…

Leveraging the effectiveness of Concept-Based Language Instruction (C-BLI) in language teaching and learning, including in the teaching of specific linguistic features of target languages (Negueruela, 2003; Van Compernolle, 2012), pragmatic elements such as sarcasm (Kim & Lantolf, 2018), and even discipline-specific concepts (e.g., Casal,…

This paper considers the issues facing expatriate instructors teaching English as a Medium of Instruction (EMI) graduation seminars (commonly known as the "zemi" in Japan) in Japanese universities and aims to establish better conditions to build Communities of Practice. Since the term "graduation seminar" is widely used…

The emergence of predatory journals is a global threat for scientific integrity, particularly in under-resourced settings such as low- and middle-income countries (LMICs). A bilingual course on predatory publishing using a distance education approach was developed for Moroccan researchers as a response to the imperative need for training on…

In this article, we report the results of a study through which we collected English language teachers' needs and wants to design an online language assessment course. Through a mixed-methods approach, we asked 20 teachers from four Latin American countries what they wanted to learn in the course. The teachers wanted a course in which they could…

In the past decade, language assessment training has increasingly become a key research agenda in language testing and assessment, particularly within the Chinese context. Studies have explored the training of language instructors who provide language testing and assessment courses, the efficacy of assessment training courses, and assessment…

This paper developed a module for college English teachers. Communicative language teaching was the utilized strategy. The teacher-respondents were trained using the learning segments which were revised and finalized after a five-day try out. Explicitly, the research determined: (1) the stages in the development of the training module and (2) the…

This study aims to compare the rhetorical move structure of English Medium Instruction (EMI) lectures given by native English and Chinese lecturers. Two specialized corpora were therefore accordingly created with transcripts of twelve science-oriented lectures selected from MICASE and the BASE corpus and twelve science-oriented EMI lectures…

This paper links Systemic Functional-based multimodal discourse analysis and English as a Foreign Language (EFL) teacher education through the workshop "Multimodal Literacy in the EFL classroom" (MLEFL). Drawing upon 'multimodal analysis for critical thinking' (MACT) pedagogy (O'Halloran et al., 2017) and the Systemic Approach to…

The widespread use of English in the social, political, economic, and international business spheres compels non-English speaking countries to revise their English language curricula to meet the needs of the global economy. In Burkina Faso, educational policy makers have revised the English as a foreign language (EFL) syllabi from middle to high…

This article revisits the TESOL Technology Standards for Teachers (TTST) and discusses the potential for their continued relevance 13 years after they were first promulgated (TESOL, 2008). To provide a historical backdrop, I first cover the development of the standards from the inside perspective of one of the six members of the team that created…

Awareness of transcultural pragmatics serves as the foundation for intercultural communicative competence. Explicit teaching of pragmatics in conjunction with intercultural communication training can contribute to the professional development of non-native English-speaking teachers. This article reports on an interdisciplinary attempt to develop a…

As a result of increasing internationalisation, the University of Copenhagen established the Centre for Internationalisation and Parallel Language Use (CIP) in 2008 as a research, competence development and resource centre. Part of CIP's remit is to provide language training (mainly in Danish and English) for students and staff at the University.…

The pandemic in 2020 has profoundly impacted millions of people all around the world. We have experienced intense disruption in our daily lives. We have lost loved ones, jobs, motivation, and precious time that could have been used more productively. The pandemic did not distinguish between borders, race, or gender. It affected everyone but not…