Grounded in Vygotskian sociocultural theory, we propose a novel methodology for second language teacher cognition research called "dialogic restorying." We exemplify this methodological innovation by presenting a qualitative longitudinal project in which we prompted L2 teachers to revisit and restory what Veresov (2017) calls…

In spite of the existence of writing courses for postgraduate students in English-as-a-foreign-language (EFL) contexts, their academic writing proficiency remains low. Therefore, EFL students' academic experiences and expectations need to be explored to identify their needs. To this end, a dynamic narrative approach was adopted to examine the…

This article reports on two case studies designed to investigate the use of Mursion, a mixed-reality simulation platform, in two language teacher preparation programs. The first case study involved eliciting the attitudes of MA in TESOL [Teaching English to Speakers of Other Languages] pre-service teachers (PSTs) toward the mixed-reality…

As students' achievement is correlated with self-regulation, finding interventions promoting self-regulated learning (SRL) in online courses is a current focus of research. However, few studies have explored the potential of contract learning in scaffolding and developing SRL in non-traditional learners who have work and family and are at risk of…

There is a substantial body of research into the effects of planning time on second language (L2) oral performance, but different effects were found -- some of them showing increased accuracy, others increased complexity and/or fluency of language. In this study, 30 English as a foreign language learner individually performed a narrative and an…

Where academic literacies are understood as situated social practices, effective academic literacy support needs to reflect the disciplinary and institutional specificity of the practices. However, the institutional separation of academic literacy teaching from disciplinary subject teaching, typical of UK universities, creates significant…

This article presents a case study that examined the perceptions of non-native English-speaking teachers (NNESTs) in relation to their experiences in a one-year study abroad TESOL program in Canada and its potential for enhancing their language proficiency. Sixty-nine novice teachers, originally from China, placed in four different cohorts,…

This study investigates the characteristics of an L2 expert teacher educator. The expert participant was selected based on the criteria suggested by educational expertise studies: years of teaching experience, high reputation among multiple constituencies, and evidence of impact on student performance. The data collection included observations,…

Supervisors play a critical role in fostering teacher candidates' reflective thinking on their practice, yet too often it is the supervisor, rather than the teacher, doing most of the observation work. Video-based supervision offers a promising alternative, as teachers have an opportunity to examine their own lesson and thus engage with the…