The benefits of peer facilitation on the development of students' skills in various fields have been widely discussed. However, we know very little about how teachers could draw on peer facilitation to improve pedagogical designs. This study aimed to investigate the influence of peer facilitation carried out in a tertiary EFL (English as a Foreign…

The objective of this study is to develop literacy engagement in Chinese students with varying language proficiencies through teacher-written corrective feedback. Drawing on Bandura's social cognitive theory and Boekaerts and Corno's self-regulation theory, the research aims to understand how corrective feedback influences literacy engagement and…

For corrective feedback (CF) to contribute to second language (L2) development, some cognitive processes need to be completed. Learners need to notice and comprehend the CF, reflect on and deeply process it, and finally integrate it into their interlanguage (Gass, 1997). Written languaging (WL), which requires learners to explicitly explain to…

In second language teacher education programs microteaching has always been a significant technique to help bridge theory to practice and prepare the trainees for real classroom contexts. The expected benefits from 10 to 15 minute-microteaching sessions are the communication among the trainees and supervisor, collaboration with each other, and…

This self-study research aims to report and reflect on the practitioner-researcher's experience as an English teacher in a Japanese university. The study also aims to explore the dynamics of teacher identity construction. The theoretical perspective of this study is based on global Englishes and social constructivist theories, which discuss…

Teaching English to Speakers of Other Languages (TESOL) teacher candidates must have a working knowledge of English linguistics in order to support their students' language development. This article reports on TESOL teacher candidates' reflective practice to highlight how interaction with non-native speakers can develop awareness of linguistic…

In an attempt to better prepare future teachers to fight against social injustice, support their culturally and linguistically diverse students and wrestle with social and educational complexities around the globe, many education programs have increased the number of study abroad programs and international service learning projects. In this…

Theoretical and empirical grounds suggest that the discussions on the practices of teaching English in rural area are limited in numbers. Ergo the voices, challenges, and recommendations echoed by EFL teachers of rural areas remain unexplored. This study is thus to shed light on the voices, challenges, and recommendations of EFL rural teachers in…

This case study reports on critical consciousness development of a female school graduate in a reading comprehension course. Critical pedagogy (CP) principles were adopted in the course during which the participant was encouraged to read a set of passages critically and write critical journals. In addition, after reading each passage, she…

Short-term study abroad programs are growing in popularity, and educators and researchers are exploring effective tools to enhance the learning and cultural experiences of students in these programs. Dialogue journals, writing journals in which students respond to instructor prompts and in turn initiate topics for further written discussion, are a…

There is much evidence to support the occurrence of learning in connection with collaboration, both in face-to-face and online teaching situations, but much less research on how such collaboration develops over the duration of a course. Using Dillenbourg's concepts of "situation," "interactions," "mechanisms," and…

This paper uses the introduction of critical pedagogy to an English as a Foreign Language class in the Republic of Korea as a case study for a "modest critical pedagogy" (Tinning 2002). Focusing on the stress and resistances experienced during the introduction, we suggest a modest critical pedagogy that 1) makes the paradigm itself an…

This article reports on an investigation of the impact of different methods of journaling on self-efficacy of learners of English as a foreign language. Sixty upper-intermediate Iranian English language learners were randomly assigned to three experimental conditions, namely no-feedback, teacher-feedback, and peer-feedback, and one control…

Dynamic Assessment is a new theoretical framework for language assessment, and it is particularly relevant for underrepresented languages and learners. For this study the process is investigated in the context of Yugtun second language learners at a university level. This qualitative teacher action research was a study that involved seven…

Among the coursework offered to preservice teachers at the first author's institution in 2007 was the course "Second Language Acquisition" (SLA). This course was designed to develop multicultural awareness by introducing the theory and practice of second language acquisition and helping future teachers become familiar with the struggles…