While research on language teachers' engagement in action research (AR) has received a surge of attention, the influence of AR programs on English language teacher agency remains underexamined. This qualitative study explored how ten English language teachers' perceptions of their agency changed as they participated in an action research…

Speaking is a vital skill frequently used in education and social life and allows individuals to communicate with other people in their daily lives. Many factors influence the development of speaking skills. The teacher needs to consider these factors during the teaching process. This study examines the effect of games on speaking skills in…

This book explores alternative approaches to foreign language education in a context which is traditionally dominated by English-only approaches, and widely viewed as highly monolingual. It examines the grassroots classroom practices of teachers and their assistants involved in plurilingual education in the first longitudinal research of its type…

The UNICEF-Akelius Digital Learning Initiative ('the Initiative') is one of the largest and longest-standing digital learning initiatives implemented by UNICEF. Launched in 2018 and continuing through 2024, this initiative spans various educational settings across 12 countries. Its primary focus is to improve education outcomes through digital…

The interactional roles of smile and laughter have been widely explored in both institutional settings and mundane talk (e.g. Holt 2016; Potter and Hepburn 2010). However, the role of one specific kind of smile, what we call a 'squeezed-mouth smile' (SMS), remains unexamined. Using CA, this study explores one teacher's use of SMS in response to…

As one of the major feedback strategies in language classrooms, teacher reformulations have garnered intense interest from researchers in the field of second language teaching and learning. However, scant attention has been paid to teachers' self-reported intentions and students' perceptions of teacher reformulations. This study aims to identify…

Although several studies underline the importance of a successful opening of a school lesson to spur students' interest and facilitate learning, we have limited knowledge about how openings are enacted in classrooms. This study contributes to the sparse research by asking: "What characterizes the openings of 58 reading lessons in Norwegian…

This mixed-methods study examines the status of reflective practice among language teachers, identifies barriers to implementing reflective practice, and explores motivators that can address these issues. The study also investigates the discrepancies between teachers' perceptions of reflection and their practice. To this aim, the perception of 190…

The number of reports and publications about exploratory action research (EAR) has been increasing in recent years; however, there is still a dearth of studies that examine its effectiveness for improving teaching and learning. This study explores Nepalese EFL teachers' perceptions of EAR, the ways they explored their classroom issues, and how…

In this position paper we highlight language as a perennial factor contributing to compromised meaning-making in multilingual primary school mathematics classrooms. We note use of the term 'translanguaging' in discussions around mitigating this meaning-making challenge. The paper argues that, while much work remains to be done towards clarifying…

This study examined the role of perceived classroom goal structures and parent's goals in predicting students' achievement goals, engagement and achievement. Mastery goals were predicted by both classroom and parents' mastery goals. Both performance-approach goals and performance-avoidance goals were predicted by both classroom and parents'…

This single-subject case study dwells on the classroom management (CM) practices during emergency remote teaching (ERT) that resulted from the COVID-19 pandemic. The participant is an English teacher, teaching young learners (aged 6-8) during the time of the study. Under the qualitative research framework, the strategies and views upon CM…

The Common European Framework of Reference for Languages (CEFR) (Council of Europe 2001). Offers a comprehensive framework for learning, teaching, and assessment, promoting transparency and coherence in language education. Central to the CEFR is its action-oriented approach, which views language as situated social action and positions learners as…

This research aimed to investigate the pre-service teachers' challenges and strategies in classroom management during the school practicing process. The mixed-method research approach was implemented in the study. The data was collected through diary writing and semi-structured interviews. The study participants were six male and six female…

Little is known about how Confucian cultural values influence the efficacy of classroom leadership styles, which may explain why classes in countries such as South Korea often remain largely teacher-centered. To find out more about Confucian values and correlating preferences for classroom leadership, 57 English as a Foreign Language learners from…