The COVID-19 pandemic forced a rapid shift from traditional teaching to online settings. This study explores the technological tools employed by university EFL-speaking teachers during this transition, investigating their continued relevance post-pandemic. With a focus on the experiences of seven university EFL-speaking teachers, this study probes…

This research uses a descriptive quantitative statistical design to examine campus-level results from the State of Texas Assessments of Academic Readiness (STAAR). The focus is on describing the achievement disparities between campuses that implemented Transitional Bilingual Education (TBE) programs and those implementing Dual Language (DL)…

Using a randomized controlled trial, we examined the impact of a teacher professional learning (PL) program on English as a Second Language (ESL) teachers' use of evidence-based instructional strategies for multilingual learners, collaboration with classroom teachers, and incorporation of Latino multilingual learners' cultural wealth into their…

Technology-enhanced language learning, or TELL, has played a major role in boosting EFL learners' speaking skills in recent years. The use of online technological methods such as vlogging and uploading videos to popular social networks such as YouTube, in particular, has been recommended as a tool to hone students' conversation skills in addition…

Listening, speaking, reading, and writing are important skills in English language learning. However, some students are not successful in learning English due to several factors. The model for improving the English learning skills of students is essential. However, except for the HyFlex learning model, no suitable model for learners has been found…

Older adult education is still under-researched, with many terminological ambiguities, clichés, and prejudices. Older adult teacher education and older adult English as a foreign language (EFL) teacher education is rare. Many factors can influence EFL teachers of older adults' teaching performance and its perception. Pre-service (presumably…

The increasing impact of internationalisation in higher education worldwide has led to the growing use of English as a medium of instruction (EMI). Much research on this phenomenon has focused on stakeholders' viewpoints, but there is increasing interest in investigating interaction in EMI classrooms. One interactional practice which is relatively…

A key goal in World Language Education (WLE) is challenging learners' preconceived notions about other cultures, aligning with the leading intercultural competence models, national language teaching standards, and the emerging Transformative Language Learning and Teaching (TLLT) paradigm. However, challenging stereotypes remains a concern to…

Multilingual college students often struggle with writing and revising for academic purposes. This dissertation explored the effectiveness of a Concept-Based Language Instruction (C-BLI) approach to teaching revision processes to college-level multilingual writers. Although a significant body of research exists on effective feedback on…

Modern Foreign Language (FL) instruction has recently called out for a language-culture-technology (LCT) nexus that could engage learners in transnational dialogue and interaction. This study focuses on the views of English as a Foreign Language (EFL) teachers in Chile and their classroom practices in relation to an LCT nexus. The Chilean EFL…

This study aims to describe Indonesian EFL teachers' perceived perspective and self-efficacy in EFL teaching using ICALL, reveal the prominent factor influencing each variable, and examine the effect of the perceived perspective on their self-efficacy. This study used a cross-sectional survey design with a quantitative approach. There were 284…

This paper contributes to the growing scholarship on internationalization of higher education, particularly in non-Western contexts. Literature in non-Western contexts highlights tensions around adopting approaches seen as 'global standard' where these reflect inequalities of power and prestige, shaped by coloniality. Drawing on conclusions from a…

This paper examines learners' fluency development in L2 silent reading rate and comprehension. In both L1 and L2 readings, a positive relationship between readers' silent reading rate and comprehension has not been as firmly established as theories might propose. Based on Wallot et al. (2014), the paper indicates the need to look at readers'…

Instructional technology in courses of K-12 level for English as a Foreign Language (EFL) learners demonstrates numerous benefits for their learning, including increased engagement and improved academic outcomes. However, integrating technology into teaching practices heavily relies on teachers' competence in technology. Even though teacher…

Data-driven learning (DDL) is an increasingly popular area of research for language teaching and is gradually being incorporated into teacher education programs globally. However, assessing teacher trainees' (self-reported) corpus literacy, and its impact on eventually (and successfully) incorporating corpora into language teaching, is an ongoing…