This qualitative phenomenological study investigates international instructors' perspectives and experiences in designing a successful language-based massive open online course (L-MOOC). Detailed information was gathered during Summer 2018 about the instructor's challenges and strategies through semi-structured interviews with seven participants…

The study was aimed at determining the essential factors that motivate Ecuadorian university students' English learning. The study adopted an explanatory sequential mixed methods design by means of the administration of online questionnaires to 2077 students and 109 English instructors. The initial quantitative study results were further explained…

This qualitative study investigates the strategies employed by Vietnamese tertiary English as a Foreign Language (EFL) teachers to enhance learner autonomy and empathy, within the evolving landscape of Vietnam's education system. The research focuses on a purposively selected group of nine teachers from two institutions, representing various…

Drawing upon a collection of curriculum proposals and reflections and informed by a textual analysis approach, this study investigated how 234 university teachers planned to enact and reform their English-medium instruction courses (n = 66) in an English as a foreign language (EFL) university context. Results reveal that the teachers tend to adopt…

This study examined the role of technology integration and teachers' professional competence in developing 21st-century learning. Present studies show a significant gap between technology integration and teachers' competency in developing 21st-century learning. This study highlights the pivotal roles of technology integration and teacher…

Student-centered learning assessment (SCLA) constitutes a major component of current educational initiatives at the University of Technology and Applied Sciences (UTAS). However, little research has been conducted on English teachers' understanding and practices of SCL assessment. Therefore, this study seeks to explore English teachers'…

This study utilized textual analysis to investigate 27 articles published by Japanese scholars from various disciplines regarding constructivist approaches. The results found that many of the collected articles in this study reported the need for and effectiveness of a constructivist approach in language, STEM, and social sciences education. The…

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…

The expansion of early language learning has fostered the need to prepare qualified teachers of English to young learners. This paper presents findings from a multi-site case study of initial teacher education programmes created in 2015 in Portugal when English became compulsory in grades 3 and 4. The study investigated intended professional…

In 1999, the western concept of 'Learner-Centred Education' (LCE) was nationally mandated for schools and universities across Thailand. Most early research into this mandate portrayed Thai teachers in deficit terms, suggesting they were unwilling or unable to implement government policy. Such studies often underappreciated the range of cultural,…

This research explores the collaboration between Indonesian English as a Foreign Language (EFL) educators and Artificial Intelligence (AI) in content development. Employing a qualitative approach, semi-structured interviews were conducted to delve into the perspectives, experiences, and interactions of educators in the realm of AI-enhanced content…

This article investigates the professional integration of a group of newly arrived teachers, mainly from Syria, who participated in the labour market Fast-track programme in Sweden, which aims at facilitating quicker pathways to teaching positions. Drawing on the institutional perspective, our analysis focuses on formal and informal institutional…

At a time marked by the increasing use of technology in education, the study presented in this paper explores and compares teachers' and children's views on the use of digital games in class. A case study is presented in a primary school setting where tablets have been fully integrated into the EFL classroom. A mixed-method approach was used to…

This research sought to explore Indonesian EFL teachers' professional identity metaphors. Using a multiple case studies design, it involved three teachers in different teaching contexts. Data were collected using questionnaires that gathered the teachers' professional identity metaphors and in-depth interviews to elicit the reasons for the…

Evaluation processes must be conceived in line with learner-centered emphasis though instruction in English for Academic Purposes (EAP) is grounded on learner-centered approaches, EAP- English for Academic Purpose, which is considered as a major important functional feature of the language. Formative evaluation is major evaluation approach that…