The purpose of this multicase study was to investigate second language teachers' practices in teaching academic writing to English as a second language (ESL) students at the higher education level. This study sought to gain a deeper understanding of how ESL teachers are currently teaching academic writing to ESL students and the particular methods…

Nonverbal behavior is an area of recent interest in second language acquisition (SLA). Some researchers have found that teachers' nonverbal behavior plays a role in second language (L2) learners' learning. Furthermore, corrective feedback during L2 interaction can also be facilitative of L2 development; however, little is known about how nonverbal…

This study focuses on four teachers teaching a speaking and listening class at an intensive English program in the United States who read three academic articles on oral corrective feedback (CF). The researcher investigated their stated beliefs and classroom practices of CF as well as their responses to the readings through three classroom…

This study investigates how novice English as a foreign language teachers (EFL) navigate their teaching in a university setting while attending an in-service teacher training program to improve their teaching skills. The purpose is to explore the influences of the curriculum followed at an intensive English program on novice teachers' cognitions.…

This study examined the main sources of the participant English as a foreign language (EFL) teachers' cognitions, their classroom practices and the impact of institutional context on these practices. The participants included three Turkish EFL instructors working at English preparatory programs at university level. The data were collected through…

As English has become the language of business, the economy and social media around the world, it is more and more necessary to start teaching English in schools. Countries such as Ecuador have seen the immediate need to review how they prepare teachers of English to meet this new demand. This article shares a reflection on the process of moving…

This dissertation study focused on a feature of emergent interactions in the L2 classroom called unanticipated student utterances (USUs), which is defined as utterances spoken by the student that the teacher has not anticipated as part of the discussion at hand. The purpose of the study was to demonstrate why USUs are significant in the L2…

The intensive English development/TESL program (TESL-GT) was created through a partnership between Ecuador and one Midwestern university. Through this program, Ecuador's Ministry of Education sought to enhance the instructional effectiveness of secondary English as a foreign language (EFL) teachers. The 67 Ecuadorian teacher participants in this…

Although English as a second language (ESL) programs are common in the United States, there is surprisingly little research documenting the existing structures and mentoring strategies they use. This lack of research could be partly due to ESL programs' widely varying internal structures (Larson, 1990) and the fact that they are often marginalized…

This article reports on a study examining the language practice opportunities that occurred during a range of paired and small group interactive tasks in an intensive English as a Second Language (ESL) class of francophone Grade 6 students. The analysis focussed on the opportunities the tasks provided for the use of two complex and challenging…

In this article, educators' experiences of working in diverse classrooms designed to provide English language education as part of Intensive English Language Programs (IELPs) in South Australia are considered. To this end, responses to qualitative interviews with 14 educators working in three schools are examined using Braun and Clarke's method of…

This exploratory study presents results of an online survey on student teachers' technology proficiencies and uses of various tools in an adult Intensive English Program (IEP) in the United States. The ultimate goal was to identify areas of improvement for teacher education programs with regard to technology-enhanced language teaching and student…

Many teacher-development models posit teacher learning as a linear process in which teachers build skills and knowledge while progressing through different stages of expertise. Although this model is attractive for many reasons and often does seem to shed light on some of the aspects of teacher development, this author's own experience largely…

This article investigates the potential benefits of using children's literature in adult second language (L2) classrooms. A short-term, intensive university course for English reading and writing was designed incorporating children's literature into the curriculum. The author describes the course and discusses how children's literature can be used…

The purpose of this study was to establish an accepted skill set, knowledge base, and overview of personal qualities necessary to be a director of a university or college based, non-proprietary intensive English program (UIEP). This research serves as a means of moving towards meeting three critical needs in the field. This research should inform…