This study investigated the relationship between immediate learner repair in response to interactional feedback and learning targeted forms. In particular, the study examined and compared the relationship between two major types of repair: learner-generated self-repair following elicitations and teacher-generated repair following recasts. It also…

Teachers' professional identity influences the way they think and teach. For pre-service non-native English speaking teachers (NNESTs), they are at the crucial stage of constructing self-image and self-perception as English language teaching (ELT) professionals, their beliefs about English teaching and learning and their attitudes towards changing…

This study examines the problems encountered by trainee language teachers who strive to maintain their language skills at their optimum level in the classroom. Many trainees will admit that their language skills need refreshing and a significant number of mentors agree with them. This article explores language attrition and strategies that can be…

The sociocultural perspective of second language teacher education (L2TE) (e.g., Johnson, 2009), unlike the traditional one, values the importance of teacher development through actual teaching practice. Student teachers' (STs) initial beliefs should be challenged and reconstructed by taking into account particular teaching contexts. This…

This paper reports the results of a survey of California TESOL educators about issues related to nonnative English-speaking teachers (NNESTs). A good deal of research suggests that NNESTs are as effective, if not more so, than native English-speaking teachers (NESTs) and that their treatment in today's work world should be reconsidered; in…

This article presents a qualitative study demonstrating how teachers who are non-native speakers (NNS) of the target language and who have learned the target language in a similar environment as their students can use their past learning experiences as pedagogical tools in their classes. An analysis of transcripts from classrooms with NNS and…

This article reports on a qualitative study that explored the discursive positioning of native-speaking English teachers (NETs) in schools in Hong Kong. It draws on insights from discourse theory to examine NETs' self-positioning, and their positioning by other stakeholders, as part of a dynamic process of identity formation. The participants were…

This paper examines a common belief that learners of English as a foreign language prefer to learn English from native-speaker teachers rather than non-native speakers of English. 50 Vietnamese learners of English evaluated the importance of native-speakerness compared with seven qualities valued in an English language teacher: teaching…

English as a Foreign Language (EFL) education within the context of Japan is firmly underpinned by sociohistorical constructions of racial difference and racial hierarchies that have considerable influence on contemporary student and institutional attitudes. Embracing these sociohistorical foundations, this article adopts experimental procedures…

The present study was conducted to investigate the relationship between proactive and reactive Focus on Form (FonF) and gestures. Two English classes in a public high school in Japan taught by a native speaker of English were observed and videotaped for 96 min and analyzed. Overall, 64 proactive FonF and 43 reactive FonF were provided. Among them,…

It is quite common for Australian schools introducing Japanese as a foreign language to engage native Japanese volunteers to assist in the classroom using a collaborative team-teaching approach. These volunteer Japanese assistant teachers, commonly referred to as Japanese Assistant Teachers (JATs), are an indispensable asset to school language…

In this paper, a series of vignettes is used to explore important current challenges in TESOL. These vignettes are drawn from many different settings, including Bengali-, Pahari- and Chinese-speaking children in UK primary schools, speakers of Aboriginal English in Australia and Chinese teachers of English on courses in Higher Education. A number…

This study examines proposals made during planning talk--a speech act that has received little attention in previous literature--to determine the applicability of the stages of second language (L2) pragmatic development posited by Kasper and Rose (2002). Although Kasper and Rose suggest that formulas play a prominent role in L2 pragmatic…

In today's world, the increase in the number of non-native English speakers in the world has led to the emergence of so many different varieties of English and has influenced some of the important issues related to English language teaching (ELT). The strict traditional adherence to native speaker pronunciation and culture in ELT are among the…

The Native English Teachers (NETs) Scheme has been in place for over 20 years in secondary schools in Hong Kong and yet how students perceive these teachers is under-researched. This article reports a study which analyses student perceptions of the advantage and disadvantages of learning English from NETs and their non-native counterparts, local…