Authors Kevin McCaughey and Rick Rosenberg demonstrate techniques for using board games to stimulate student-centered language practice that is flexible, productive, engaging, and fun. The article includes tips for efficient game play and for using games with a variety of levels and class sizes. The authors show that playing board games for…

The development of videoconferencing technology has enabled new modes of combining in-person and remote teaching. In this article, we investigate interactional practices in hybrid language classrooms that combine on-site and remote participation by way of telepresence technology. Telepresence robots are videoconferencing tools that can be remotely…

This study investigates the transition of pre-service English teachers from university to high-school teaching, focusing on the challenges of applying theoretical knowledge in practical classroom settings. The research highlights how the integration of experiential learning and mentorship can effectively bridge the gap between theory and practice.…

"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…

Determining the most effective ways to support student-to-student talk requires some negotiating from a responsive teacher. This paper reports on a case study of two emergent multilingual students in Grade 3 (seven to eight-year-olds) who explained their strategies to each other. The transcript of their conversation was analysed using Chan and…

This book highlights the roles of several individual difference (ID) variables on the language learning process, exploring them from both the students' and the teachers' perspectives. It presents the results of a large-scale, mixed-methods investigation which was conducted with secondary school pupils and their teachers in Hungary. The…

Increased globalization of the world economy, growth in human migration, and rapid developments in science and technology have required people to develop intercultural communication skills. Teachers play a crucial role in developing intercultural competence among students in our globalized, multilingual classrooms. The need for fostering…

CLIL programmes are firmly established in German schools. While empirical studies have provided insights into aspects such as language- and content-related achievement, motivation, and cultural learning, little is known about classroom practices and students' perceptions thereof. Using ADiBE's instruments, this mixed-method study explores how…

Although several studies underline the importance of a successful opening of a school lesson to spur students' interest and facilitate learning, we have limited knowledge about how openings are enacted in classrooms. This study contributes to the sparse research by asking: "What characterizes the openings of 58 reading lessons in Norwegian…

Teachers' beliefs on language learning play a pivotal role in teachers' classroom practices and are thought to be stable. This article aims to show the change in the teacher-trainees' beliefs after taking an online second language acquisition (SLA) course as opposed to the traditional face-to-face SLA course from previous studies. The participants…

This study compares the epistemological beliefs, teaching-learning conceptions, and sense of self-efficacy of pre-service and in-service English as a Foreign Language (EFL) teachers with an aim to find probable statistically significant differences. Using a mixed-methods research design, the study collected quantitative data through two…

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…

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…

As students feel empowered to select their own goals, they forge their own journeys to success. A culturally sustaining tool, student reflection is an informative practice for self-paced growth in language learning and beyond. A French and a Spanish teacher share their protocols to bring goal-setting into any classroom, along with the research and…

This study examined the role of perceived classroom goal structures and parent's goals in predicting students' achievement goals, engagement and achievement. Mastery goals were predicted by both classroom and parents' mastery goals. Both performance-approach goals and performance-avoidance goals were predicted by both classroom and parents'…