This article draws on an online survey to collect data about the perceptions of Moroccan secondary school teachers of English in connection with their use of translation in English as a Foreign Language (EFL) teaching and learning settings. As in previous research on L1 (first language) use, this study emphasizes the unavoidability of translation…

While research into various dimensions of language learning strategies has been thriving over the recent years, grammar learning strategies (GLS) have largely remained under-explored. The present mixed methods research aimed to explore GLS in the three stages of classroom grammar tasks, while striving to determine the sequence of GLS and their…

It is commonly agreed that learner target language output and spoken interaction are essential to communicative language learning. This video-based classroom observation study of five lower secondary schools in Norway investigated how second language (L2) English and third language (L3) French teachers responded to their students when they spoke…

This mixed-methods study examined preservice teachers' perceptions of C1 English proficiency, focusing on their linguistic competence, understanding, attitudes, and challenges. Conducted at a university in Ñuble, Chile, with 13 participants, data were gathered through a closed-ended questionnaire and a semi-structured interview. Findings suggest…

This paper aims to explore the perception and usage of epicene pronouns in English among Chinese EFL teachers, as gender fair language becomes increasingly important for promoting inclusion, respect for identity and expression. This study employed a survey of 284 EFL teachers along with a follow-up written task to assess their views and actual use…

This interview study takes translingual identity as its theoretical framework and a sociocultural linguistic approach as an analytical tool to examine how two Western-educated Taiwanese professors of English writing (Beth and Nita) construct a translingual professional identity. While Beth presented herself as a competent writing instructor beyond…

Success in higher education relates in part to competence in the medium of instruction. But the academic literacy literature provides compelling evidence that competence in the medium of instruction is insufficient to ensure success. Crucially, students need to take on the literacy practices of the discipline or field. This study offers a thematic…

This qualitative research explores 10 Chinese middle school teachers' perceptions of English and English teaching concerning Global Englishes (GE) and the feasibility of incorporating GE into English language education. Through semi-structured interviews and thematic analysis within the framework of 2018 Global English Language Teaching (GELT),…

This study aims to investigate Indonesian senior high school teachers' perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured…

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 follow-up study explored the experiences of eight Latina heritage speakers (HSs), who were initially enrolled in world language teacher preparation programs at two educational institutions in the United States and who became in-service Spanish teachers. Using data from interviews, classroom observations, and a focus group, this qualitative…

Drawing on the lived experiences of three community school English teachers in Nepal, this article explores the uses of the learners' first language (L1) in English as a foreign/second language (ESL) classes. As the data, we collected the written lived-experience descriptions from the teachers, observed their classes, and interviewed them. We…

This study investigated effects of school levels and years of teaching on the teacher's perceived competency of teaching English using an English subject-specific competency (ESSC) inventory of five constructs: language proficiency (LP), cultural teaching (CT), grammar translation teaching (GTT), communication skills teaching (CST),…

Purpose: This study presents the emergence of my dynamic bilingualism-induced critical bilingual identity by drawing upon Garcia and Wei's translanguaging perspectives. Design/Methodology/Approach: I adopted an autoethnographic approach focusing on teacher development through research and practice, supported by research on fostering dynamic…

This study examined second language (L2) learning difficulty of 13 Chinese grammatical constructions on the basis of teachers' perceptions and associated the L2 learning difficulty of Chinese grammatical constructions with teacher-perceived learner grammatical competence and with the instructional levels. A total of 77 experienced teachers were…