The use of students' first language (L1) in additional language (L2) instruction has been a recurring theme in language education research. While research has documented the amount of L1 use and its purposes in L2 instruction, little research has investigated the multifaceted motives that influence language choices at the micro level of social…

Language testing research has suggested that placement accuracy can be an important factor in the consequences of placement decision-making. However, previous studies primarily have used a one-shot teacher judgment of placement accuracy, suffering from a lack of students' perspectives of their time-varying experiences. The present study aimed to…

World language teachers have historically relied on the notion of teaching methods to inform elements of design and procedure in their instructional practice. Teacher beliefs about teaching methods, however, have been shown to be significantly influenced by their context, including their institution and their learners. This phenomenon has led some…

This study aims to examine whether differences exist in the factors influencing the difficulty of scoring English summaries and determining scores based on the raters' attributes, and to collect candid opinions, considerations, and tentative suggestions for future improvements to the analytic rubric of summary writing for English learners. In this…

Although examining teachers' various areas of knowledge in classroom practices has attracted considerable attention during recent decade, a short multidimensional questionnaire to assess the interactions of the knowledge domains with teachers' technological knowledge is unavailable in the literature. Thus, this research presents a self-assessment…

Purpose: The purpose of this study was to ascertain the relationship between EFL teachers' perception of the intended and unintended consequences of formative assessment (FA) decisions and their sense of self-efficacy and anxiety toward data-driven decision-making (DDDM). Design/methodology/approach: A correlational research design and…

While the potential of Dynamic Assessment (DA) and its variants (Computerized Dynamic Assessment (CDA) and Group Dynamic Assessment (GDA)) for EFL classrooms has been recognized, there is a lack of research on its practical implementation compared to the well-established field of Summative Assessment (SA). Thus, the objective of this qualitative…

Teacher cognition shapes teachers' pedagogical decision-making and influences their teaching practices, including grammar instruction, even when their cognition and practices might be inconsistent. This study explores English language teachers' cognition regarding grammar instruction and analyses (in)consistencies in teacher cognition and…

Much recent research examines how teachers navigate language policy in dual language bilingual education (DLBE) classrooms (Cervantes-Soon et al., 2017; Palmer & Martínez, 2013). While previous work has illustrated that teachers' language use is varied and related to identity, little research has considered the role of emotions in this setting…

A growing interest in teacher identity and decision-making has emerged in language teaching; however, studies where English language teaching (ELT) educators reflect on their own practice are limited. We engaged in a self-study to understand how our experiences influenced our ELT educator identity at a public university in Colombia. A…

This paper reports on a research project which asked scholars to speak about their multilingual and collaborative academic practices. This case study sheds light on the complex and multilayered linguistic choices made by multilingual scholars to comply with the diverse requirements of a multilingual academic life, namely the adoption of EMI…

The purpose of my dissertation study was to explore the experiences and perceptions of English language instructors about the use of multimodal digital technologies in the teaching of academic writing. Writing academically in English as a second language (L2) is complex and multilayered for international students, and multimodal digital literacy…

The benefit of parental involvement (PI) cannot be underestimated, most specifically, the PI that operates on mutual trust and respect, and balancing of power between homes and schools. It is particularly beneficial to students who are learning English as a second language because their parents can partner with educators to close the achievement…

In this study, the use of questions in a Mozambican English as a Foreign Language context is explored as a technique to develop communicative and critical thinking skills in secondary school students. Therefore, a qualitative approach was adopted using a phenomenological design which allowed the use of classroom audio recordings and…

The growth of international schools, particularly non-traditional schools, driven by demand from host-nation families for an English-medium international education, has resulted in increasing numbers of Western English-speaking expatriates teaching abroad. Although several typologies of international school teachers have been developed,…