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…

Modifying and hedging one's claims appropriately is an important characteristic of academic writing. This study focuses on the three main English modal verbs used to express "epistemic possibility" to avoid making strong statements, viz., "may", "might", and "could". The purpose of this corpus-based study is…

Professional and academic communication is changing rapidly due to the evolution of new technologies. In the context of language teaching, this scenario offers possibilities for genre innovation (Hafner & Miller, 2018) while also encouraging teachers' reflection on how to best prepare students for effective communication. To this end, it has…

The present study aimed to analyze the developmental trajectories of English achievement and exposure time through private education, utilizing univariate and multivariate latent growth curve analysis. This study used a subset of the Gyeonggi Education Panel Study data from 2012 to 2017. The results indicated consistent disparities in the growth…

English medium instruction (EMI) can become pantomime in the context of higher education, and such non-participation can be shaped and explained by learners' refusing to invest in the English learning practices while performing their learner/speaker/user identities. Taking a Bourdieusian stance on this issue, the study discusses techno-reflective…

Directed Motivational Currents (DMCs) are highly intense goal-directed motivational experiences that are characterised by establishing new routines and having positive emotions. The present study aimed to identify the factors that triggered the launch of DMCs among EFL learners. An interview protocol designed based on the core dimensions of the…

Engaging students in active learning environments like task-based presentations can be challenging, as several factors influence their motivation. The purpose of this study was to investigate the factors influencing motivation in task-based learning in the English for Presentation course. Thirty undergraduate students who enrolled in the English…

The sudden increase of numbers in terms of international students in once-monolingual EFL classrooms in Türkiye brought new challenges and opportunities for English as Foreign Language (EFL) instructors to adapt more culturally diverse setting-friendly approaches and methods in class instantly, which inevitably caused shifts and highlights on…

The number of English language learners (ELLs) has increased. The problem is ELLs in a middle Tennessee Charter School network meet challenges in achieving English proficiency, thus limiting academic and social prospects. The purpose of this quantitative correlational study was to determine if there was a relationship between leader-led…

Much research on part-time Jewish educational programs has focused on curricular content and pedagogy. Yet classrooms involve diverse exchanges about curricular subjects as well as those that appear little related to Jewish studies; both are motivated by assumptions about which things count as Jewish matters of concern and appropriate orientations…

This paper evaluates Voki, a digital platform for creating speaking avatars, in the context of Global Englishes Language Teaching (GELT). It firstly outlines the benefits of using animated characters in online tools to personalize language lessons and engage students. As a web-based application, Voki offers various customization options, including…

This paper reports on a mixed methods study which explored whether English medium instruction (EMI) fosters the development of intercultural competence (IC) in students (n = 91) in eight courses taught by seven professors in two Colombian universities. Voluntary participants, through surveys, focus groups, and interviews, perceived that students…

Most teaching pedagogies in English as a Foreign Language (EFL) classes prioritize linguistic skills development over exploring how cultural factors shape language interpretation. To address the gap, this study developed and evaluated an instructional design project using the attention, relevance, confidence, and satisfaction (ARCS) motivational…

This study investigated the relationship between Saudi EFL learners' English language proficiency levels and their perceptions of the educational experience in the Preparatory Year Program using the Dundee Ready Education Environment Measure (DREEM). This study employed a mixed-method approach to explore learners' perceptions of the educational…

Teachers' pedagogical beliefs (PB) and knowledge base of teaching play a prominent role in determining their instructional practices, including instructional material use (MU). Instructional materials provide students with information and facilitate learning, allowing meaningful learning. However, teachers' MU likely affects the effectiveness of…