Socio-cultural and social constructivist theories are crucial in learning and education. This article aims to inform readers about socio-cultural and social constructivist theories and to present their application in language classrooms. The body of knowledge in this article was synthesized from journal articles and books concentrating on the…

This study examines university teachers' beliefs and practices related to task-based language teaching while teaching English as a foreign language. Task-based language teaching (TBLT) has become a prominent topic for researchers and practitioners in recent decades. It is also advocated by the Chinese Ministry of Education for college English…

A persistent issue exists in Kazakh higher education institutions regarding the nonsystematic approach to teaching grammar. Although some believe that grammar is acquired automatically, thus requiring no separate study, this sentiment may not be entirely accurate. Knowledge may sometimes be presented in an unsystematic manner, lacking structure…

This study explored the pedagogical discourse of experienced Indonesian language teachers (in-service teachers) during the pre-teaching phase, focusing on the communication strategies used when initiating classroom learning activities because initial teacher-student interactions are crucial for shaping engagement and motivation. The qualitative…

This article revisits complex dynamic systems theory (CDST) and provides a new synthesis that, the authors argue, may empower language teachers. The particular focus is on the interplay between change and stability in complex dynamic systems, including language teaching and learning. The article identifies four key dynamical properties of complex…

In this enquiry, I (the first author) as a teacher of English as a foreign language (EFL) reflect on my own deep-seated reluctance to use pair/group work activities in my classroom, although I am aware of the benefits of pair/group activities for second language (L2) learning as abundantly documented in empirical studies. Through an…

This paper explored teacher professional development (TPD) for online and blended learning (OBL) via microlearning in the higher education English language teaching context in Hong Kong in 2021 and 2022. OBL requires teachers to integrate technology. This study drew on quantitative survey data (N = 67) and interviews (N = 12) that took place after…

This article articulates how the instructor of a French for the Professions course at the U.S. Air Force Academy designed her course by using students' inputs, in particular in the area of assessment. It highlights students' perspectives and contributions, as well as the instructor's deliberate actions to incorporate their voices as expressed in…

With the wide adoption of the blended approach by language practitioners, blended language learning (BLL) has developed into a new area in applied linguistics. Much research has been conducted on pedagogical innovation, technological tools, users' perceptions and the creation of the BLL environment. Concerning the establishment of a BLL…

"Service-learning" (SL) is an experiential pedagogy that engages students in working for, with, and in communities in need. While prior research has explored the effects of SL on second language (L2) users' (perceived) language development (e.g., Gaugler & Matheus, 2019), intercultural awareness (e.g., Sa´nchez-Naranjo, 2021), and…

This study aims to investigate how EFL teachers decide on and adapt teaching strategies for young learners in ELT classrooms and explore strategies teachers use to encourage independent language learning. The research was conducted as a case study in an academic English course in Batam and involved three experienced EFL teachers. Data collection…

Language classroom anxiety is a significant concern for applied linguists and English language teachers. As an affective variable, foreign language anxiety has the potential to harm learners' language learning and performance. While the impact of language anxiety on the academic achievement of learners of English as a foreign language (EFL) has…

Research on Content and Language Integrated Learning (CLIL) programmes has shown that teachers find it difficult to integrate content and language in their teaching, and that this may be due to a lack of a specific type of teacher language awareness (TLA) for this type of teaching. This study explores how TLA for CLIL is manifested in metatalk in…

With postcards, addressing culture in the L2 classroom follows an "if-these-walls-could-talk" design by telling the story of what "those walls" might say. A postcards approach is shown to enrich our students' cultural understanding. In many cases, it enhances their desire to experience the target culture on their own. Postcards…

This two-year longitudinal study explores whether a professional learning community (PLC) helps shift language teachers' beliefs about implementing play-based learning. Ten practitioners from a preschool participated in this case study. Data were collected through interviews and observations of participants' practices engaged in the PLC. The…