The objective of this study is to analyze literature research on the lesson study model of English teachers and their entrepreneurship competencies. So, systematic review approach was used in the study. The systematic research was conducted in Web of Science and Scopus databases, covering studies between 2019 and 2024. The systematic review…

This multiple case study aimed to investigate ESL teachers' practices when they learn and design their ESL lesson activities, with a particular emphasis on the integration of computational thinking through Scratch. Scratch was considered as the computational thinking platform, and teachers were designers of language instruction with/for…

The development of corpus-based language pedagogy (CBLP) is a complex and intriguing process that pertains to how corpus technology is directly applied to classroom teaching. Using a case study approach, this study investigated how two experienced university English teachers integrated corpus technology in authentic classroom teaching. Data…

Do teachers truly demonstrate their knowledge, beliefs, and feelings about teaching L2 speaking? It is an important question to consider because teachers' cognition functions as an important element that EAP instructors should not overlook. This intrinsic case study attempts to demonstrate the disparities between teachers' perceptions of teaching…

This article presents a story of practice regarding how a primary school addressed the issue of supporting English as an additional language or dialect (EAL/D) learners to communicate and reason in mathematics. A shared understanding across the school uncovered teachers have a critical role in supporting EAL/D learners and their acquisition and…

Research on teachers' technological pedagogical content knowledge (TPACK) has been burgeoning recently. Yet, little is known about how teachers integrate AI tools such as ChatGPT in language teaching. This preliminary qualitative study investigates the exploration and incorporation of ChatGPT in language teaching by graduate student instructors…

The demand for proficient English language teachers has increased significantly in non-native English-speaking countries, emphasizing the need for effective teacher training programs. This study investigated the influence of the CELTA/TESOL certification on non-native English teachers' practical teaching knowledge and efficacy perceptions in an…

The present study investigates the use of generative artificial intelligence (AI) tools by pre-service teachers (PSTs) in lesson planning for a middle-school English as a foreign language (EFL) class, aiming to address gaps and inform teacher training. The case study examined PSTs in a South Korean university course who were tasked with creating…

Purpose: The lesson study aims to examine college English teachers' growth in technological pedagogical content knowledge (TPACK) and the improvement of students' learning outcomes in the context of MOOC-based and AI-powered flipped teaching and assessment of EFL writing (MAFTA). Design/methodology/approach: Three college EFL teachers and their…

Curriculum material use is an agentive, reciprocal and innovative practice, involving multiple stakeholders such as teacher, students and assessments that mutually shape one another. While it is generally acknowledged that teachers' knowledge and skills deeply shape the way they use materials, little is known about how material use can possibly…

There is an urgent need to address the critical demand for qualified Chinese language teachers against the background of China's seeking greater Sino--foreign cultural and educational cooperation. The literature on integrating technological pedagogical content knowledge (TPACK) in language teaching has been increasing in the last few years.…

Data-driven learning (DDL) is an increasingly popular area of research for language teaching and is gradually being incorporated into teacher education programs globally. However, assessing teacher trainees' (self-reported) corpus literacy, and its impact on eventually (and successfully) incorporating corpora into language teaching, is an ongoing…

Purpose: The purpose of this paper is to examine how teachers engaged in curriculum deliberation through lesson study (LS) and how different types of teacher knowledge were elicited, co-constructed and transformed in integrated ways across LS stages. It also clarifies how different school-level orientations influence the nature, depth and scope of…

Reflective practice, in the shape of post-teaching self-evaluations, is a core element of many pre-service English as a Second Language (ESL) teacher training programmes such as CELTA. Most research on reflective practice has been carried out with pre-service teachers, but more evidence is needed to understand the reflective practice of in-service…

This study presents the meanings, attributes, and roles of 'professionalism' synthesized from 20 Thai EFL teachers' perspectives. Qualitative research methods were utilized to collect four sources of data including classroom observation transcripts, semi-structured interview transcripts, on-line discussion entries, and field-note recordings. The…