Background: In South African primary schools, reading is central to curriculum delivery, with a structured three-step process: pre-reading, while-reading and post-reading. Many learners struggle with reading comprehension, which affects their academic performance. Research emphasises the importance of pre-reading for activating prior knowledge,…

This study explored the pedagogical discourse of experienced Indonesian language teachers (in-service teachers) during the pre-teaching phase, focusing on the communication strategies used when initiating classroom learning activities because initial teacher-student interactions are crucial for shaping engagement and motivation. The qualitative…

This dissertation explored Beninese English teachers' prior experience in writing in English and its implications for teaching writing in English in the Benin Republic. Grounded in a social constructionist paradigm, this dissertation used a qualitative research approach with initial survey, autobiographical narrative essay, and interviews to…

The aim of this research is to determine the strategies used by the 8th grade Turkish teachers in the teaching-learning process of the Turkish lesson for teaching comprehension (reading). The model of the research is the case study model, which is one of the qualitative research methods. The participants of the research are five Turkish teachers…

Theoretical approaches within the cognitive-interactionist framework (Long, 2015) have identified various aspects of L2 input and characteristics of instruction that predict learners' L2 outcomes. Such strategies of L2 teaching relate to shaping characteristics of communicative activities in which the L2 is embedded and modifying L2 input, L2…

This study examines how three Chinese as a second language (CSL) teachers in a Chinese university setting appropriated the communicative approach through influences from their past language experiences. Although communicative pedagogy has been in place for decades, research reports that it still largely challenges teachers' conceptions of teaching…

Scaffolding is a contributing factor to the effectiveness of pragmatic instruction. Although there is a large body of research on the means of scaffolding in second language teaching, research on scaffolding in L2 pragmatic instruction, especially in online teaching, is still in its infancy. To bridge the gap, this study investigated the means of…

Leveraging the effectiveness of Concept-Based Language Instruction (C-BLI) in language teaching and learning, including in the teaching of specific linguistic features of target languages (Negueruela, 2003; Van Compernolle, 2012), pragmatic elements such as sarcasm (Kim & Lantolf, 2018), and even discipline-specific concepts (e.g., Casal,…

The current review offers an analysis of the prevailing literature on teacher learning in language teaching from an international perspective. We initially revisit several contributions from a general education perspective. Then, we focus on three dominant approaches, identified through the literature, to understand teacher learning from a…

The Reader-Response Theory considers the learner as an active participant in extracting meaning from a literary work depending on his/her prior experience. Teaching literature critically allows the reader to create a sense, and compare the previous experience with the written text. Second-year students cannot decode and scrutinize a short academic…

This study aims to examine teachers' and students' views of learning-teaching on Turkish Language and Literature course. Also, this study aims to determine the prior learning-teaching strategies of teachers and students. It was designed by qualitative research approach, phenomenology design. In the study, there are two participant groups; teachers…

This paper proposes a new theoretical framework for reading instruction in second/foreign language classrooms. The theoretical framework introduced in this paper is called the Schematic Information-Processing (SIP) model of reading comprehension and is a combination of video-based instruction and various reading comprehension theories, models, and…

This mixed-method study aims to investigate learners' perceptions of transactional distance and the association of those perceptions with learner outcomes in an online English as a Foreign Language (EFL) context. Transactional distance theory formed the theoretical basis of the study. The quantitative data were collected from the learners enrolled…

This theoretical review is an overview of three important theories: schema theory, information-processing theory, and sociocultural theory. Second/foreign language teachers need to familiarize themselves with these theories if they want to teach culturally unfamiliar texts more successfully in their language classrooms. Although each of these…

Multilingual pedagogies draw on learners' prior language knowledge and can offer considerable advantages in learning the target language. Yet language instruction, particularly in foreign language learning contexts, does not often capitalise on the multilingual assets of learners. The goal of this study is to understand what determines the…