Our study aims to explore Palestinian EFL teachers' perception and practice of intercultural competence (IC) as well as the relationship the variables have with the teachers' international exposure and previous training in IC. A nation-wide survey was used to collect data from 360 Palestinian EFL teachers. Both descriptive and inferential…

Reflective teaching (RT) is widely encouraged for pre-service teachers (PSTs) as a facilitating tool in learning to teach. Despite a large body of literature on RT, little empirical evidence sheds light on PSTs' perceptions of RT in the English as a foreign language (EFL) teacher education context in Vietnam. This study, thus, aims to examine…

This study explores the multifaceted experiences and perspectives of teachers, students, and parents regarding the implementation of English medium instruction (EMI) in community schools in Nepal. Utilising a qualitative case study research design, semistructured interviews were conducted with key stakeholders to uncover the challenges and…

Rooted from the lack of studies exploring EFL teachers' beliefs around teaching English-speaking skills which might profoundly influence and drive their actual teaching practices in the context of EFL teaching in Vietnam, this paper reports the findings of research on the beliefs and practices of Vietnamese EFL teachers pertaining to…

The subject of psychological and sociocultural factors influencing English language learning has attracted a great deal of pedagogy researchers' attention. The purpose of this experimental research was to investigate Thai EFL students' silence in the classroom during the pre-and-post implementation of the communicative language teaching approach…

This study aims to develop a CRET (culturally responsive English teaching) model using development studies consisting of a preliminary design and formative evaluation. Two English teachers and 33 fifth graders from Medan primary schools in Indonesia participated in the study. Classroom observation, semi-structured interviews, reflective journals,…

This study aims to investigate the effectiveness of explicit formal instruction (EFI) on speaking and pronunciation skills among a Kurdish university's first-year EFL students. The researcher was teaching a communications unit, where the focus was on speaking skills and pronunciation: speech rate (words per minute), fluency (number of pauses and…

By telling autoethnographic stories, the author reflects upon her 16 years of EFL teaching and four years of MSc TESOL and PhD Education studies. Teacher intuition has played an important role in guiding her to make pedagogical decisions and judgments. Several teaching activities and designs are presented to demonstrate how the author followed her…

This study examines the effects of distance learning on teaching practices and digital skills of future teachers of English, using data from the Kazakhstan Online Teacher Community (OTC) training program. The program emphasises the importance of using digital tools and resources to improve teaching and engagement of learners. The present study was…

A wealth of literature has acknowledged that technology is at play in enhancing English as a foreign language (EFL) education and thus EFL teachers have been strongly encouraged to integrate technology into their instruction. To successfully integrate technology, they need expertise obtained through effective professional development (PD) modes,…

Education policy seeks to define the purpose of schooling and design the educational sphere according to authorities' objectives and people's needs. Governments set policies and principles to reach their intended goals in education, preserving people's values and culture. Many countries provide learning foreign languages in their curriculum to…

To develop learners' competence for subject-specific terms and language skills, many teaching approaches have been implemented in teaching and learning English for specific purposes (ESP). Content and language integrated learning (CLIL) is one of such methods expected to achieve this goal in tertiary education contexts. However, the correlation…

This study aimed to assess the degree to which Indonesian secondary school EFL teachers have integrated 21st-century skills into their teaching and to investigate teachers' perceptions of their understanding of these skills and the significance of training for skill integration. Furthermore, the study sought to determine whether differences in…

The rapid adoption of emergency remote teaching (ERT) in response to the COVID-19 pandemic was characterised by many challenges. This study investigates how English as a foreign language (EFL) teachers in Oman implemented flipped learning approaches to deliver ERT curricula. The study analyses EFL teachers' experiences and identifies significant…

This study aims to investigate teachers' teaching goals, perception of intercultural competence (IC), and to what extent their teaching goals and perceptions are reflected in their classroom practices for developing their students' IC. The study also aims to explore teachers' strategies and the challenges they have faced in developing their…