In recent years, "Decolonising the Curriculum (DtC)" has been widely discussed and advocated in the European educational landscape as part of inclusive education. However, few examples of its practice in Japanese language teaching have been reported. While discussions of DtC in Japan often focus on the context of Japan's former colonies,…

This article provides an overview of how student-teachers and the pedagogical practicum are conceived in the Colombian English language teaching field. The study reviewed 72 articles in three levels of analysis: extraction of corresponding knowledge, epistemic review, and concatenation of emergent insights. The analysis reveals that…

Language teacher educators all around the world work in multiple countries and institutions throughout their careers across institutional, national, and academic cultures. As higher education becomes more transnational in some regions (including Hong Kong), it has also become more common for language teacher educators to construct transnational…

Language teacher learning and professional identity can be understood as intertwined. Radical changes in practice entail changes in how teachers understand themselves. Thus, narratives of identity should be considered a significant concern of professional learning. Employing a narrative conception of identity, we argue that narrative identity work…

The outbreak of COVID-19 witnesses a sudden surge of fully online classes globally. Scholarly attention has promptly shifted to explore the personal experiences and perceived challenges of students and teachers. For English as a Foreign Language (EFL) instructors around the world, many are required to teach online for the first time, yet studies…

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…

The abrupt shift to online instruction that occurred in spring 2020, often referred to as emergency remote teaching (ERT), caught many world language educators off guard. To prepare for future disruptions to face-to-face learning and illustrate promising online teaching practices that emerged during this extended period of time that could serve to…

This study investigated EFL teachers' underlying assumptions about assessment and how these assumptions are congruent with current perspectives in assessment. Informed by interpretivist philosophical underpinnings, the study adopted qualitative research approach. Nine teachers from three universities located in western Ethiopia participated in the…

In response to recent reforms to English language education in secondary schools in Iran, this study investigated how a small collaborative professional learning community prompted shifts in teachers' practices. The study relied on Engeström's professional learning intervention to examine the practices of three junior high school teachers. Through…

Background/purpose: Although studies on teacher research are becoming more common in English language teaching (ELT), there is still a lack of understanding regarding how university lecturers shape their research identities. Using Ecological systems theory and Self-determination theory, this study examines the construction of research identities…

In response to the new policy of English department, the internship program has been shifted to virtual programmes. As part of this initiative, the university has collaborated with other educational sectors to offer a virtual English as a Foreign Language (EFL) internship programme aimed at training individuals as EFL teachers. The aim of the…

Identity serves as a valuable lens through which to investigate, understand and facilitate teacher learning during curriculum reform. Identity learning is the core process of educational change, with teacher emotion at the heart of professional learning processes. In this study, we traced the 1-year journeys of four Chinese EFL teachers during a…

Artificial Intelligence (AI) has relatively become a part of our lives in many fields including education. As a recent AI tool generated by OpenAI, ChatGPT offers numerous opportunities and challenges for language learners and teachers. Therefore, the purpose of this study was to investigate the experiences of language learners and teachers in the…

This article adopts a sociomaterial perspective on ELT materials and illustrates how a mandatory textbook is used as a springboard to create decolonizing relations in the classroom ecology. Sociomaterial perspectives view learning as not the transmission but the emergence of knowledge from embodied relations, which shifts the focus from the…