This paper aims at understanding the extent to which languages are taught collaboratively in higher education (HE), which team teaching (TT) models have been implemented, and what lessons were learnt from the experiences. Following the Arksey and O'Malley framework [2005. "Scoping Studies: Towards a Methodological Framework."…

This contribution reports on the findings of a project whose aim was to explore the construct of the language-teaching methodology interface (LTMI) in lecturing through English. Evidence of its existence will be provided and implications for teacher training will be considered. On the assumption that the LTMI can be characterised by the…

This study reports on the impact of an 'initial' certification course (ICC) for English language teachers (the Cambridge CELTA) on the self-reported classroom practices and related beliefs of experienced teacher-participants. Although many participants on such courses are experienced non-native speaker teachers of English (NNESTs), almost nothing…

This article examines the introduction of new online technologies to support distance language learning in a higher education institution in the UK, charting the development from using telephone conferencing in the 1990s to the implementation of Moodle and videoconferencing more recently. It uses the sociocultural concept of the learner-context…

This study investigates technology-enhanced blended learning in an English as a Second Language (ESL) program from the theoretical perspective of Diffusion of Innovations theory. The study first established that the use of a learning management system (LMS) in two ESL classes represented an educational innovation. Next, the innovation attributes…