The purpose of this dissertation was to understand and compare the effect of training non-native English Speaking (NNES) learners (N = 480) in two distinct learning environments, (i) traditional face-to-face and (ii) online synchronous hybrid learning (SHL). In the traditional training mode, NNES learners (n = 360) were trained by NNES voice and…

This article reports a case study of one local primary school in Hong Kong implementing a continuous professional development cycle for English-as-a-second-language teachers during a COVID-19 pandemic. The study focused on factors that impacted teacher continuous professional development and explored whether technology could be used to facilitate…

Because of the dynamic and rapid development of digital technologies, teachers are facing more than ever challenging issues related to coping with educational innovations. This situation has become ultimately evident under COVID-19 quarantine and the necessity to work remotely. Such requirements induce extra pressure on teachers, which causes…

Teachers fostering future-ready graduates need to master updated pedagogical and technological knowledge, so teacher professional development (TPD) is essential. Conventional TPD activities such as seminars and workshops are limited as they require specific time blocks and lack flexibility. The current study investigated TPD through microlearning…

In new paradigms, teachers' cognition and emotion must be considered dialectically shaped co-evolving processes. To address the issue, the study examined how language teachers' "perezhivaniya" (plural form of "perezhivanie," a concept from Sociocultural Theory that describes a unity between cognition and emotion) developed.…

Before the COVID-19 pandemic, pre-service English as a Foreign Language (EFL) teachers (PSTs) experienced various forms of teaching anxiety. However, during the pandemic, they likely encountered additional, different types of teaching anxiety, especially at the teaching practicum stage. This study investigated factors causing anxiety in these PSTs…

This qualitative study explored teachers' knowledge and teacher efficacy about implementing technology-integrated flipped classroom (FC) in higher education. Using the technological pedagogical content knowledge (TPACK) framework and teacher efficacy theories, the study probed the experiences and perceptions reported by 12 university teachers of…

Current research on computer-assisted language learning (CALL) teacher education shows a need to shift the focus away from a technocentric emphasis on specific technologies to strategies for technology integration (Chapelle & Sauro, 2017). The main reason for this is to prepare teachers to be flexible enough to use current and future…

This narrative inquiry explores teacher ownership of curriculum change by examining how a blended learning program was put into action in a Colombian tertiary institution. In particular, the study aimed to examine the experiences of two English language teachers as they grappled with and managed the changes brought about by their involvement in…

The technology of flipped classroom technology approach implies such organization of the educational process in which classroom activities and homework assignments are reversed. Nowadays, the flipped classroom technology approach is altering how we collect information, conduct research, and share data with others in the Thai educational system.…

The integration of blended learning is well underway across diverse educational settings. Along with this shift in instructional method are obstacles and accompanying research. There has been less interest, however, in examining the adoption of blended learning in English as a second language (ESL) contexts. This study investigates what factors…

The purpose of this study was to examine the effects of a blended learning method on the development of foreign language communicative competence of the officers of the Armed Forces of Ukraine in the educational and information environment of a Higher Military Educational Institution. The foreign language training was carried out at 11 military…

In order to obtain qualifications to teach English as a foreign language (TEFL), teacher candidates often need to commit themselves to writing a master's (MA) thesis. In efforts to shed light on how MA thesis supervisors can support supervisees in the writing process, drawing on the theoretical framework of language socialisation, this article…

The senior high school curriculum has only been implemented recently by the Department of Education in the Philippines; therefore studies delving into teaching and learning in these levels are very limited including the negotiations of teachers with students through online resources. Using Goldwich's (2009) framework as guide, the negotiations of…

Despite the foreign language community's historical interest in employing technology to support language learning, few research studies have linked its use to instructional outcomes and most have failed to address whether technology enhancements lead to increased proficiency gains. This article examines the relationship between technology use and…