With the intent of facilitating the professional development of English-as-a-foreign language (EFL) teacher trainees, the impetus of this qualitative study is to evaluate the depth and breadth of teacher reflection using vignettes within an initial teacher education program. To this end, this study utilized the vignette technique to reveal 12 EFL…

This article draws upon a 10-month study of core French as a second language (FSL) teachers to explore the professional identities that are produced in their work. Adopting rhizoanalysis and the Deleuzian concept of becoming, this article positions the ways in which these teachers both affect and are affected by the multiple material and…

This article describes a new questionnaire, the "Diagnostic Inventory for Self-Regulated Language Learning" (DISLL), for assessing self-regulated learning strategies of students of English as an additional language. We discuss self-regulated learning models, evaluate existing questionnaires for assessing language learners' self-regulated…

We investigated the extent to which English learners developed knowledge of pragmatically-appropriate request-making forms through task-based gameplay involving virtual dialogues with fictional professors, employers, and friends on a virtual US campus. The digital game presents players with several scenarios, asking them to select the most…

Within the field of Chinese as a Foreign Language (CFL) teaching, there has been limited engagement with Global Citizenship Education (GCE). The politicisation of CFL education in today's diverse and multilingual Australian classroom remains a significant cause for concern as it endangers spaces of pedagogic possibility. Drawing upon data from an…

Despite emerging evidence for the link between teacher emotions and student outcomes, research on language teachers' classroom emotions is still scarce. This study adopts a framework rooted in appraisal-based emotion theory to explore the complexity of teachers' emotional lives and the nature of language teacher emotions in the classroom, using…

Writing comprehensibly, dynamically, and persuasively in a foreign language is a significant challenge for learners. Written communication assesses language and writing progress for various summative and developmental goals. Scenario-based assessment (SBA), as one of the methodologies of classroom-based assessment (CBA), aims to elicit both…

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…

Communicative language teaching (CLT) has become the favourite teaching approach of many English teachers because of its focus on communication (Kumaravadivelu, 2006). A number of researchers have investigated EFL teachers' perceptions and implementation of CLT in Saudi tertiary level education. Some researchers reported on how CELTA training…

This paper explores how textbooks for second language learners make ideologically motivated decisions regarding which forms of the target language are included in the curriculum. We explore this question via an analysis of Korean language textbooks, at a time when Korean society is becoming increasingly globalized and multicultural. The focus is…

The focus in this article is on international students at Canadian universities seeking graduate-level academic credentials in the teaching of English, and the pedagogies they produce within the relational contexts that they navigate. This article is animated with the material-discursive, human, and non-human assemblages and intensities that…

This study investigated the influence of language - first language (L1) versus second language (L2) -- on the experience and the expression of the emotion of guilt. Fifty-two Greek - Spanish bilinguals read two moral scenarios that induced guilt in their L2 (Spanish) and rated the intensity with which they felt a series of emotions (moral scenario…

Using the single-group pre-posttest design, this exploratory study examined whether L2 learners of English can learn a speech act by experiencing perlocutionary effects of the act as feedback (observing their interlocutor's reactions to their choice of speech act expressions). Sixty undergraduate English learners at a university in China played a…

The field of second language teacher education has recently focused on issues of social justice through different interventions in language teaching preparation programmes and the analysis of the identity formation of pre-service and in-service language teachers. However, little is known about the identities of teacher educators in second language…

Strong communication skills, in varied professional settings, have become an absolute necessity for young professionals. Therefore, university educators are challenged to provide novice specialists with the effective foreign language training that could bring the real professional world into the classroom. This study suggests an innovative method…