Conducting an investigation on the needs and experiences of doing Reflective Practice (RP) by Indonesian EFL teachers, this article exposes three main points: EFL teachers' needs for RP model, their understanding and previous experiences of conducting RP, and a proposed RP model with the integration of Lesson Study (LS) principles. All data were…

This qualitative study investigates the impact of formative assessment practices on English language teaching and learning outcomes in Morocco. Classroom observations with English language teachers and students were conducted to examine the use and effects of formative assessment practices. While English language teachers in Morocco had limited…

This study examined number marking comprehension among Japanese learners of second language (L2) English, whose first language (L1) does not have an obligatory number marking system. The study conducted an online sentence comprehension experiment with 96 L1-Japanese learners and 32 native speakers of English, wherein participants engaged in a…

This qualitative, case-study research explores the English language learning history of a Japanese pre-service teacher by analysing five English-language poems and a self-reflective essay regarding her experiences of learning the target language. The methodology chosen in this study was a poetic inquiry through which the investigator reconstructed…

Learners might have several challenges while attempting to learn a second/foreign language. Learners of Chinese face linguistic, psychological, and educational challenges. The integration of technology, especially artificial intelligence (AI), into teaching foreign languages is a blessing for teachers and learners. This study delved into the…

This study explores self-assessment (SA) practices and perceptions among primary school English as a foreign language (EFL) teachers in China. Data were collected through a qualitative web-based questionnaire from 97 EFL teachers in primary public schools across Shanghai, Shenzhen, and Jiangsu. The results indicated a general consensus among…

Vocabulary is often considered as a key predictor of second language ability, and how teachers and learners' beliefs and conceptualizations about vocabulary affect their teaching and learning has recently gained unprecedented momentum in the field of second language education. However, despite their importance, there is a paucity of research that…

Teacher feedback literacy (TFL) is an important aspect of teacher professional development and can exert a huge impact upon student learning. However, it has not received sufficient attention from higher education researchers or feedback researchers. This study reports a novice Chinese university EFL teacher's efforts to develop her feedback…

This study investigates the content and characteristics of the cognitions of 30 Turkish English-as-a-foreign-language preservice teachers as manifested in their teaching philosophy statements. The study showed that the preservice teachers' cognition was focused on both the pedagogical (teaching-learning and language teaching methods) and the…

Formative assessment (FA) is an important tool for supporting student learning. It provides learners with information about their learning process and supports them through feedback on how to improve their learning. Although it is recognized by secondary school teachers as crucial to language assessment, the integration of FA in their second…

English teachers' beliefs are one of the captivating topics to study as they contribute the quantity of input for reflection and the enhancement of English teaching and learning. This case study aims at investigating the teachers' beliefs about the role of exposure, motivation, and practice in English class in elementary school and how they…

This study investigated how teachers perceived the benefits and difficulties of implementing a Lesson Study (LS) in the context of English language teaching at a university in Vietnam. The data were collected from six teachers through semi-structured interviews. To analyze the data, two addressing themes (teachers' perceived benefits and teachers'…

This qualitative study aimed to examine Iranian language teachers' mindsets about language learning and teaching, and the ways in which their mindsets influenced their educational practices. The participants of this study were 20 Iranian language teachers who taught general English courses at private language institutes in a city in central Iran.…

Although there are many disagreements about its definition and how it should be applied, reflection is an important professional development tool in teacher education. If in-service teachers think in-depth about critical incidents and reflect on them, they can develop new understandings of the teaching and learning process. The study investigated…

Autonomous learning in EFL refers to learner involvement, reflection and target language use. Teachers play a vital role of mediators and facilitators in self-regulated method. Thus, their perception of self-regulated practices dictates their implementation of this approach. While research has predominantly focused on inadequate management of…