Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged and at considerable risk of school failure and early dropout. This is the case in many parts of the world. While much has been researched on linguistically disadvantaged…

Since its inception in the early 1960s, English for specific purposes (ESP) has been characterised as a materials-driven and a teacher-led movement. Distinctively separated from general English teaching, ESP teachers often function as designers and implementers in curriculum development. Attaining a certain degree of disciplinary expertise is the…

This study investigates the pedagogical knowledge of novice and experienced English as a foreign language (EFL) teachers in Iran by analyzing their verbal reports. This research aims to identify the pedagogical knowledge categories inferred from the teachers' reports, determine the frequency of occurrence of each category, and compare the…

This study seeks to investigate the scope and quality of reflective practice in ELT in contemporary Ukraine. 56 English as a Foreign Language (EFL) teachers were surveyed to gain a better understanding of reflective practice in the country. Data were collected using both a quantitative (questionnaire) and qualitative (interview) method. The…

Even-though teaching experience has been identified as one of the main variables affecting student academic gains, teacher cognition, and practices, research focusing on the influence of experience on language teacher challenges is still rare. Hence, the study aims to analyse comparatively the challenges encountered by EFL teachers with varying…

The present study examines Iranian EFL instructors' conceptualizations of task-based language teaching (TBLT) to identify whether teaching experience plays a significant role in their familiarity with the theoretical underpinnings of TBLT. One hundred sixty-two EFL instructors, reportedly practicing CLT, took part in the study; they were grouped…

This longitudinal research presents case studies of three English as a foreign language (EFL) student teachers showing their development regarding target language (TL) use, taking into account both the amount of TL use and the classroom situations the TL is used in. Additionally, the factors that influence their TL use are discussed. The data…

Exploration of second language teacher cognition in general and factors influencing it in particular has attracted the attention of many researchers over the last four decades. The study presented here explored potential factors that influenced teachers' cognitions and practices with regard to listening instruction and the development of this…

This research explores potential benefits of the spontaneous collaboration of a small group of teachers regarding their professional identity (PI) and related metacognitive thinking procedures. The researcher conceptualizes the co-operation of PI and metacognition via interactive pedagogical problem-solving and presents spontaneous collaboration…

The common features attributed to face-to-face classroom are rather difficult to emulate in a virtual learning environment. This is because participants may not feel obligated to participate when they do not see each other physically. This study examined the instructors' strategies in fostering interaction in their online classes. Using the…

Scholars have focused on codeswitching problems for more than 50 years and have different voices about using codeswitching in the EFL classroom. This study used mix method to explore the EFL teachers' and students' attitudes towards using codeswitching in their College English classroom and the differences between novice and experienced teachers…

The present study compares the pronunciation practices of three English instructors (two teaching in Australia and one in Japan) with the perceptions of their learners (n = 49). A student questionnaire, semi-structured teacher interviews, and classroom observations were used to collect data. The findings show that the learners strongly desire to…

Communicative language teaching (CLT) in an English as a foreign language (EFL) context is a dynamic process involving teachers' perspectives and practices. Although CLT is a widely accepted approach to second language instruction, scholars in the field continue to have a narrow understanding of how teachers conceptualize and implement this…

This study reports on the impact of an 'initial' certification course (ICC) for English language teachers (the Cambridge CELTA) on the self-reported classroom practices and related beliefs of experienced teacher-participants. Although many participants on such courses are experienced non-native speaker teachers of English (NNESTs), almost nothing…

This paper presents a case study that examined and reflected on the relationship between the stated beliefs and observed classroom practices of an experienced EAP teacher in relation to teaching second language (L2) reading. The results of this study revealed that the teacher holds specific beliefs about language teaching and learning in general,…