This complex article has six subsections. Following a brief introduction, one team of three co-authors and three single authors present compact statements of their distinctive individual research perspectives on second language acquisition and teaching (SLA/T): Atkinson, Mejía-Laguna, and Ribeiro offer a sociocognitive perspective; Cappellini…

Conducting an investigation on the needs and experiences of doing Reflective Practice (RP) by Indonesian EFL teachers, this article exposes three main points: EFL teachers' needs for RP model, their understanding and previous experiences of conducting RP, and a proposed RP model with the integration of Lesson Study (LS) principles. All data were…

The concept of noticing, which emphasizes the role of attention and awareness in language learning, has exerted a strong influence on second language acquisition (SLA) theory and practice. The current research analyzes instances of noticing evident across a 26-week period as the first author, an absolute beginner, was taught Turkish by the second…

Learning a second language is a complex task. Adopting the innovative use of a multimodal literacies approach provides young second language (L2) learners with expanded opportunities to immerse themselves in the target language. This study explored how participants utilized their multimodal literacies along with the level of investment…

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…

This book provides an overview and analysis of the role that classroom interaction plays in instructed second language acquisition. The authors synthesise current state-of-the-art research on how classroom interaction benefits L2 learning through the lens of three theoretical perspectives: cognitive-interactionist (with a focus on how…

This qualitative study investigates the impact of formative assessment practices on English language teaching and learning outcomes in Morocco. Classroom observations with English language teachers and students were conducted to examine the use and effects of formative assessment practices. While English language teachers in Morocco had limited…

This paper presents research-led responses to two central questions concerning English as a foreign language (EFL) learning in kindergartens, namely how do the teachers facilitate EFL learning? and how does the impact of certain teacher interactional resources on learning become observable in interaction? Previous research showed that classroom…

Despite the critical role of reasoning in shaping language teaching and learning strategies in higher education, prior studies have either separately examined reasoning or focused on one specific type thereof and language teaching and learning strategies. To address this gap, this study took a comprehensive approach by examining various types of…

"Learner Feedback for Language Growth: A Guidebook for Evaluating Learner Work Through Performance Domains and Indicators" gives you concrete examples of the type of feedback that empowers your learners, making them eager to learn more and continue their growth in the language. Going far beyond simply training teachers to rate language…

This study explores self-assessment (SA) practices and perceptions among primary school English as a foreign language (EFL) teachers in China. Data were collected through a qualitative web-based questionnaire from 97 EFL teachers in primary public schools across Shanghai, Shenzhen, and Jiangsu. The results indicated a general consensus among…

Mercer (2018) makes a compelling argument for the urgent need to further research teacher psychology, focussing on language teachers. While there has been considerable research on language learner psychology and with considerable focus on individual differences (IDs), there have been comparatively few studies into language teacher psychology.…

Vocabulary is often considered as a key predictor of second language ability, and how teachers and learners' beliefs and conceptualizations about vocabulary affect their teaching and learning has recently gained unprecedented momentum in the field of second language education. However, despite their importance, there is a paucity of research that…

This study investigates the content and characteristics of the cognitions of 30 Turkish English-as-a-foreign-language preservice teachers as manifested in their teaching philosophy statements. The study showed that the preservice teachers' cognition was focused on both the pedagogical (teaching-learning and language teaching methods) and the…

Over the past two decades, multiple empirical studies have examined how teacher audio feedback works in EFL/ESL writing courses. This review explores instructor audio feedback studies in higher education writing contexts. Seventy empirical studies were identified in literature searches published between 2000 and 2022 in several academic databases.…