Language teacher identity (LTI) research has experienced exponential growth over the past decades, shedding light on language teachers' multiple identities as well as their construction processes in various educational contexts. However, despite the fruitful findings, the dominance of researchers' perspectives and the contextual constraints faced…

L2 teachers' written feedback (WF) has been widely researched as one key cognitive factor in students' learning of a new language. Little research, however, has viewed WF as a contextually embodied and socially mediated activity that may be influenced by professional development. We compared five Iranian EFL teachers' WF before and after a…

This study explores how teachers construct and enact agency in professional learning from an activity theory perspective. Through a qualitative case study of three language teachers' experiences within a professional development (PD) program focusing on China's Standards of English Language Ability (CSE), this research identifies agency…

Corpus analysis offers a more accurate understanding of a language than intuition but is not widely used in foreign language instruction. This study uses a hermeneutic-phenomenology approach and content analysis to examine the impact of a corpus literacy course on the perceptions and performance indicators of 29 English language teachers. The…

American Sign Language (ASL) education is a relatively new field. Thus, further research is necessary, especially regarding developing assessment tools. The goal of this study was to determine the types of assessment tools ASL level 1 teachers use in the classroom and how those teachers measure students' language progression. This study is…

The present study adopted a praxis orientation to second language (L2) research and pedagogy to explore the professional development needs of three English as a foreign language (EFL) teachers after their first attempt at implementing dynamic assessment (DA) of essay writing. To date, few studies have examined how teachers learn to implement DA,…

French-as-a-second-language (FSL) teacher candidates' French proficiency and confidence are key indicators of recruitment and retention of FSL teachers. This paper outlines a pilot project, the Conversation Club, that was used to address linguistic insecurity and proficiency in FSL teacher candidates at one university. The Conversation Club was a…

Learning a second language is an increasingly vital skill in our globalized society. State and federal programs promote at least two years of world language study for all students (Massachusetts Department of Elementary and Secondary Education, 2018; O'Rourke, 2016). Federal and state laws call for all students to have access to learning in the…

This paper investigates the lived experiences of three Kuwaiti women as they construct and negotiate their professional identities as Muslim English language teachers in Kuwait. Building on the paucity of research surrounding religious identity and English language teaching contexts, positioning analysis and tactics of intersubjectivity were used…

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,…

This paper provides a systematic review of the current literature regarding the effectiveness of reflection on the professional development of English as a foreign language (EFL) teachers. To meet the needs of students in the modern educational system, instructors need to think about their professional development. Reflecting on the teaching…

The present study sought to investigate the effect of implementing choice theory-based instruction and clinical supervision on EFL teachers' self-efficacy. Accordingly, a total of 30 Iranian EFL teachers were selected through nonrandom convenience sampling based on their willingness to participate in the study. At the outset, they responded to the…

The aim of this study was to explore how English language teachers construct and enact their teacher identities. The data was collected through semi-structured interviews with four in-service English language teachers at Turkish public schools. The findings revealed certain identity stabilizers: the fascination with subject and the job, caring for…

The present study investigated six experienced English as a second language (ESL) teachers' metalinguistic knowledge of the English intonation system through analysis of their metalanguage. Participants' metalanguage related to intonation was collected while completing three tasks: (1) a semi-structured interview, (2) a simulated teaching…

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…