This study examined the relationship between Japanese language (JL) anxiety, beliefs about JL learning, and the amount of JL used in JL classes. The participants in this study were 670 undergraduate students studying JL at the Institute of Technology in Bangkok, Thailand, as compulsory subjects. A questionnaire survey was conducted, and a stepwise…

Despite the continually growing number of non-native English-speaking (NNES) teachers in English language teaching, the profession is nonetheless still shaped by native speakerism (Holliday 2005), the idealization of native English speakers (NESs) as linguistically and culturally superior to their NNES counterparts. Such an ideology leads to…

Native-speakerism has generated much debate in the field of English language teaching, with the general assumption that native English-speaker teachers (NESTs) are better teachers and would be learners' preference over non-native English-speaker teachers (NNESTs) given the choice. Despite challenges against such an assumption in recent decades, it…

Despite its attention in the field of education, occupational commitment has received little attention in language teaching research. To address this gap, the study generates an occupational commitment profile of expatriate English language teachers and investigates how commitment relates to their age, sex, teaching experience, and qualifications.…

Foreign language teachers may develop an additional identity besides their own cultural identity. This may lead to a risk of identity clashes for some teachers. In this paper, the L1 identity of the non-native teachers of English in Turkey, and the reflections of it on their professional identity was handled concerning the linguistic components of…

Within the field of TESOL, language teacher identity (LTI) has been the focus of a myriad of studies in the previous two decades. Researchers need to trace back in order to move forward, it is an essential step towards a comprehensive understanding of what has been done in LTI research. This review article provides an overall literature review on…

This study explored teaching anxiety and teacher foreign language anxiety (FLA) in 151 Chinese college English teachers in relation to their individual characteristics. Analyses of data collected from mixed-form questionnaires revealed the following major findings: (a) Major causes for teaching anxiety were concern about classroom teaching,…

The relationship between second language (L2) listening presage and process variables was examined in a large cross-sectional study. A formal model of learning beliefs was adapted to create a structural equation model testing the interrelationships of individual difference (gender, practice, experience with native teachers) and trait variables…

This study explored the relationship between learners' perceptions of native and non-native English-speaking teachers' teaching competence and their motivation for learning English as a foreign language (EFL). Data were collected from 218 EFL learners in an intensive English programme in four universities in mainland China using two instruments:…

This study investigated the relationship between pre-service English-as-a-second-language (ESL) teachers' pedagogical beliefs and their actual teaching practices. To determine the nature of this relationship, 99 teachers-in-training with little or no teaching experience were asked to complete a questionnaire seeking information about their…

Rhetorical word stress has been identified as a feature of public, presentational, and didactic speech styles in Spanish through theoretical descriptions, intuitive accounts, and laboratory-based empirical research. Most scholars agree that non-primary stress is acoustically marked by pitch and primary stress is marked by segment lengthening. The…

The impact of the non-native speaker's (NNS) language proficiency on their personal teaching performance has often been an issue in TESOL teacher education programmes. To explore this issue a study was conducted to investigate the link between language teachers' language proficiency and their teaching effectiveness. Classes taught by eight NNS…

The main concept of foreign language education is that communication is a social interaction rather than a linguistic exchange. Despite a strong interconnectedness between language and culture in foreign language learning, learning of culture has not been integrated into the curricular goals. Designed in a descriptive case study, this study was…

This study investigates how the use of discourse markers reflects speaking fluency in Chinese learners. In this study, 220 min of online Chinese courses were transcribed, with 17 Chinese learners and 5 native Chinese teachers as participants. Half of the transcribed data were drawn from students living in Taipei, Taiwan, a Chinese-speaking…

In this paper, we propose a statistical evaluation method of pronunciation proficiency and intelligibility for presentations made in English by native Japanese speakers. We statistically analyzed the actual utterances of speakers to find combinations of acoustic and linguistic features with high correlation between the scores estimated by the…