Despite the growing body of studies on action research (AR) in second/foreign language (L2) education, little is known about teachers' beliefs about AR among different age groups. Hence, this study investigates whether L2 teachers' beliefs about AR vary by considering teachers' age. The Inventory on Teachers' Beliefs about Action Research (ITBAR)…

Professional development (PD) plays a crucial role in promoting teachers' linguistic competence and teaching quality, contributing to enhancing and maintaining sources of effective teachers, especially novice teachers with little teaching experience. Mentoring has emerged as a PD activity in which a novice teacher is mentored and directly…

Over the last several decades, language teacher identity has become a growing field of research due to its link with teacher performance and student achievement (Beauchamp & Thomas, 2009; Beijaard et al., 2000). However, graduate teaching assistants (GTAs) are often excluded from the LTI research despite language departments' increasing…

This study investigated the effects of collaborative reflection (CR) on Iranian English language teachers' intercultural instructional practice. The data were gathered by observing the classroom instruction of four novice and experienced teachers before and after eight CR sessions. The result revealed that CR was an effective tool for improving…

Although learning-oriented assessment (LOA) has been recognized as an effective method of assessment, the literature on this concept in relation to teacher professionalism is limited. In response to this gap, the present study explored 16 Iranian novice and experienced EFL teachers' beliefs and practices of LOA. Data were collected from…

This study investigates the professional development needs of novice EFL teachers in Türkiye, incorporating perspectives from multiple stakeholders. Additionally, it evaluates novice teachers' perceptions of the induction program prepared for novice teachers by the Turkish Ministry of National Education (MoNE). Data collected from 109 participants…

Assessment approaches including assessment purposes, assessment processes, fairness, and measurement theory, and English teachers' professional development needs remain underexplored in the Middle East and North Africa regions. This study provided empirical evidence on English language teachers approaches in the Saudi higher education context. A…

Even-though teaching experience has been identified as one of the main variables affecting student academic gains, teacher cognition, and practices, research focusing on the influence of experience on language teacher challenges is still rare. Hence, the study aims to analyse comparatively the challenges encountered by EFL teachers with varying…

The present study was an endeavor to investigate the differences between novice and experienced teachers' achieving resiliency in an explanatory sequential mixed method study. Forty Iranian (i.e., 20 novice and 20 experienced) teachers, male and female, participated in the present study in quantitative study who were selected through convenience…

The present study examines Iranian EFL instructors' conceptualizations of task-based language teaching (TBLT) to identify whether teaching experience plays a significant role in their familiarity with the theoretical underpinnings of TBLT. One hundred sixty-two EFL instructors, reportedly practicing CLT, took part in the study; they were grouped…

Exploration of second language teacher cognition in general and factors influencing it in particular has attracted the attention of many researchers over the last four decades. The study presented here explored potential factors that influenced teachers' cognitions and practices with regard to listening instruction and the development of this…

This research explores potential benefits of the spontaneous collaboration of a small group of teachers regarding their professional identity (PI) and related metacognitive thinking procedures. The researcher conceptualizes the co-operation of PI and metacognition via interactive pedagogical problem-solving and presents spontaneous collaboration…

This dissertation examines the skills, knowledge, and support needs of novice and experienced Languages for Specific Purposes (LSP) teachers in higher education in the United States. Using a critical ecological approach (CEA) framework, it aims to contribute to the global growing body of research on LSP teacher preparation that has thus far…

Communicative language teaching (CLT) in an English as a foreign language (EFL) context is a dynamic process involving teachers' perspectives and practices. Although CLT is a widely accepted approach to second language instruction, scholars in the field continue to have a narrow understanding of how teachers conceptualize and implement this…

The present study investigated non-native speaker (NNS) teachers' data-driven criteria in scoring multiple-rejoinder written discourse completion test tasks (MR-WDCT) and their points of (mis)match with expert-driven criteria. Specifically, this study scrutinized factors considered by NNS experienced and novice teachers in evaluating responses to…