The CEFR and the Companion Volume to the CEFR (Council of Europe, 2001, 2020), as the main language policy documents in Europe, intend to improve the standard of language teaching, learning and assessment. These documents among other things proclaim students' diverse linguistic repertoire as an asset in the language classroom. In this light, the…

This mixed-methods explanatory sequential study aimed to identify the most commonly used World Language curriculum models in New Jersey high schools, assess the level of curriculum coherence in Spanish programs, and examine their impact on student learning. Surveys and interviews with high school Spanish teachers revealed that, while theoretical…

Learner Autonomy (LA) was considered irrelevant to Asian educational contexts, at least initially, due to Asian cultural norms characterised by conformity and respect for authority in general. This study seeks to highlight how Pakistani English language teachers and learners are engaging in certain practices of autonomy without consciously aiming…

Language program evaluation has the potential for positive program impact by providing an opportunity for program stakeholders to reflect on their goals, examine their outcomes, and determine ways to move forward to maximize a program's effectiveness. However, many stakeholders are either unaware of the affordances of program evaluation or unable…

Language teacher identity (LTI) has been a significant and growing field of research in English language teaching (ELT) circles for some time, and the increasing pressure on English language teachers working in higher education to develop researcher identities is well acknowledged (Yuan, 2017). However, the importance of language teachers'…

In a unique learning context, language-positive environments outside the classroom, not enclosed instruction on U.S. campuses, education abroad foreign language instructors develop distinct teaching practices. Education abroad researchers have accounted for informal learning opportunities, yet few have attended to onsite language instruction. This…

The ability to read English is essential in academic settings, but it can pose challenges for EFL students, potentially impacting their academic performance. This study investigates the expectations that EFL university teachers have for their English major students' reading and the challenges that the students encounter while reading English.…

The increased global use of English has brought calls for a reconceptualization of English language teaching (ELT). Despite several frameworks for implementing Global Englishes (GE) into ELT, little research considers the effects of curriculum intervention or how such intervention varies across contexts. Addressing this gap, this comparative case…

Teaching has always been an emotionally demanding profession, which involves tremendous emotional labour on the part of language teachers. This is particularly true for instructors of English as a foreign language (EFL) suddenly obliged to teach online during the COVID-19 pandemic. Drawing on the approach of autoethnographic self-study, this…

With the rapid implementation of early foreign language programmes in the state of North-Rhine-Westphalia, Germany, first for Grade 3 (ages 8-9 years) in 2003 and then from Grade 1 (ages 6-7 years) in 2008, primary school teachers had to adapt to teaching a foreign language in Grade 1 quickly. Teachers had little experience with language teaching…

A comprehensive needs analysis is crucial to guide the design and teaching of English for Specific Purposes (ESP) courses. However, a number of studies neglect certain elements of needs analysis, which can result in problems in subsequent stages of ESP teaching. This mixed-method study aimed to identify the problems that higher education ESP…

The burgeoning interest in integrating technology into language education has necessitated language teachers to enhance their competencies and literacies. Consequently, a pressing need arises for a framework tailored to meet teachers' evolving requirements. To address this imperative, I conducted two studies within two distinct teaching contexts.…

This article explores how world language communities of practice advance internationalization at home on a university campus through qualitative case study research. These communities exemplify a multidimensional approach to global engagement, blending global perspectives with the local campus through non-formal and cross-cultural language…

The purpose of this study is to find out the views of a group of instructors and the administrators of the School of Foreign Languages (SFLs) on the Pearson Assured (PA) accreditation process in terms of the quality management of their institutions. To achieve this purpose, we employed document review and semi-structured interviews. To analyze the…

Written corrective feedback (WCF) is widely implemented in EFL writing classrooms; however, there is not consensus on how and to what extent it should be used. The controversial findings of the WCF studies reflected in teaching practices and perceptions of the practitioners on WCF, and many studies reported that there was an inconsistency between…