Teachers' English language ideologies play a crucial role in English language education reforms. It is important to understand how their ideologies evolve outside and inside the classroom. This paper explores how micro-level factors shape teachers' English-only ideology, encompassing both their beliefs and their associated pedagogical practices.…

The Common European Framework of Reference for Languages (CEFR) (Council of Europe 2001). Offers a comprehensive framework for learning, teaching, and assessment, promoting transparency and coherence in language education. Central to the CEFR is its action-oriented approach, which views language as situated social action and positions learners as…

Understanding latent variables is essential in EFL research. This article examines key latent variables, such as linguistic competence, cognitive ability and socio-cultural factors. These variables play a crucial role in shaping EFL learning experiences and outcomes. Researchers can use methods such as exploratory factor analysis (EFA),…

Language tests, including international high-stakes English proficiency tests widely used around the world, are to be viewed as ideological constructs connected with power relations and center-periphery demarcations at different social levels. In this paper, we examine the International English Language Testing System (IELTS) as an instance of…

The aim of this work is to investigate and describe the teaching methods in the field of the German language that emphasize cooperation and interaction, demonstrating how participants in a case study benefit from these approaches, ultimately enhancing their linguistic skills. The initial section of this paper will establish a theoretical framework…

The present study examines the influence of drama-based pedagogy on English-speaking proficiency. This pedagogical approach immerses students in experiential learning through role-playing, improvisation, and acting-based instruction, thereby fostering engagement with authentic language use. The research investigates the role of drama-based…

Incorporating Vygotsky's concepts of scaffolding and Zone of Proximal Development, this paper presents a qualitative study examining student roles in dialogic peer feedback learning, focusing on Chinese English-as-a-foreign-language (EFL) students in mixed translation proficiency triads within an English-Chinese translation course. During feedback…

Nearly all multidimensional models of communication competence have pragmatic competence at their core. Proper assessment of second language (L2) pragmatics makes many demands on L2 teachers, both in terms of understanding the construct and in language test development. Therefore, being assessment literate helps teachers in developing effective…

This article draws on the concept of the Production of Space (Lefebvre, 1991) to interpret the silence of one female international student from Japan in two semesters of study in a New Zealand Tertiary institution. Data from an English for Academic Purposes course and mainstream courses, and from various sources including video/audio recordings of…

This study explores the impact of sociocultural theory-based instruction on enhancing L2 learners' writing skills including grammatical accuracy, coherence, cohesion, task response, and lexical resources for the IELTS. To this end, a cohort of 40 participants, spanning intermediate and advanced proficiency levels, was divided into experimental and…

Expanded and revised to include four entirely new chapters, this thoroughly updated edition presents a model for how educators can design high-quality, challenging, and supportive learning opportunities for multilingual learners. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage…

Teacher identity is the reflection of teachers' perception, position, and identification as teachers. Teachers' identities are dynamic and continuously negotiated by the interplay of their professional practices, past experiences, and contextual conditions. Drawing on this understanding, this study explores Chinese English teachers' professional…

This paper explores the adoption of the Communicative Language Teaching (CLT) approach in primary classrooms, emphasizing that language acquisition is best achieved through meaningful communication rather than rote memorization. Drawing on Krashen's Input Hypothesis and Vygotsky's socio-cultural theory, the study highlights the importance of…

The present study explored the dominant discourses of language teaching challenges by utilizing methods associated with corpus linguistics and probed for the validity of the applied methodological design. The gleanings were obtained based on a specialized corpus (638,312 tokens) of journal articles pertinent to the designated topic sourced from…

The introduction of Vygotsky's sociocultural theory (SCT) into the second language (L2) domain provides a potential site to explore the mechanisms underlying L2 learners' cognitive modification and the transformation of social understanding into the personal one. This study provided a picture of L2 personalization in two groups of advanced and…