In today's job market, soft skills are increasingly crucial, surpassing technical knowledge. Traditional lectures fall short in teaching these skills, prompting universities to explore new methods of instruction. A Turkish public university introduced a curriculum with non-disciplinary courses called Personal Development Pathway (PDP) courses for…

Feedback is one of the most powerful tools for teaching and learning. Providing meaningful feedback to students is of particular importance in an online context as it is a direct way for the facilitator to engage with their students and to provide them with individual, tailored support. This study sought to explore the perceptions of online…

Previous research has indicated that students' academic engagement is related to their emotional support from teachers. However, there is scarce evidence on how teacher emotional support relates to students' academic engagement. Given the potential role of positive academic emotions in learning, this study investigated the mediating role of…

Research productivity has been a critical issue in terms of academic development in higher education. In this study, we adopt a life-course perspective to examine the personal factors, mostly age-related, affecting research productivity in a Taiwanese research-oriented university. Covering a time series of 20 years, our dataset includes individual…

This qualitative study probes into teacher power use and student silence in an EFL classroom in an English department of a private university in Makassar, Indonesia. Anchored by a qualitative analysis and participated by one female teacher and three EFL students, data were garnered through in-depth interviews and observation. It was designed to…

Evidence is mounting that teacher question can assist EFL students in various purposes in teaching learning process. However, teacher's lack of knowledge about questioning taxonomy could become a failure in leading students' learning. This study investigates questioning strategies, the taxonomy of questions-type, and their application by teacher…

This study investigates the feedback practices and perceptions of lecturers and students in a UK university setting. To assess how lecturers give feedback in practice, 47 pieces of lecturer-written feedback were categorised into a total of 571 analytical points. Analysing the feedback from lecturers' perspectives in terms of the value of feedback,…

Little attention was given to explore and understand motivational strategies among English language (EL) teachers, particularly at higher education institutions (HEIs), despite the on-going interest on this matter. Identifying which strategies are adaptive and maladaptive could help them to promote student motivation in return. This study aims to…

Problem Statement: Faculty members working in the education faculties of universities are expected to show teacher behaviors. In articles on this subject, some research on teacher behavior can be found. Some articles on this subject exist in the literature in foreign countries. These studies show that faculty members teaching in universities do…

Two students at a Canadian university perceived there was a lack of opportunities for peer mentoring support in their teacher education program. They approached a faculty member to co-create and research a blended peer mentoring support program embedded in a first-year education course. This study documents the journey of these two students as…