This study aimed to investigate the development of English as a Foreign Language (EFL) learners' speaking skills and intercultural communication skills through three intercultural speaking tasks in the form of video blog recordings. EFL learners (N = 13) enrolled in the English preparatory class voluntarily participated in the study. The learners…

Purpose: This study investigates two extensive reading (ER) programmes carried out in a secondary school in Beijing during the COVID-19 pandemic, with the aim of analysing how differentiated instruction (DI) is reflected in the ER implementation and how this forced online learning inform foreign/second language (L2) pedagogy in relation to ER and…

Massive open online courses (MOOCs) provide digital learning spaces for individualized professional development that may create opportunities in teacher education and support language teachers. Language teachers need continuous professional development to develop their digital literacies, and further research is essential to investigate new…

This paper describes how a selected Commercial Off-The-Shelf (COTS) Serious Game (SG) was evaluated before being integrated into an English for Specific Purposes (ESP) curriculum. Echoing the concerns of language practitioners regarding the adoption of SGs into their teaching practices, this paper describes the steps and decisions taken before the…

This case study enabled researchers to understand the knowledge embedded in a world language teacher's enactment of content-based instruction (CBI) through the lens of a theoretical model inspired by Shulman's (1987) construct of pedagogical content knowledge (PCK). The model, called integration pedagogical content knowledge (I-PCK), represents an…

Drawing upon tenets of Critical Multilingual Language Awareness (CMLA), we analyzed multimodal compositions created by preservice teachers (PSTs) from two institutions to investigate their meaning-making at the nexus of language, identity, and power. Through analysis of PSTs' multimodal compositions, reflective writing about their coursework, and…

This interpretive multiple-case study examines the practices and perspectives of four mid-level and secondary world language teachers in diverse teaching contexts as they design and implement critical content-based instruction units in their classes. Knowing that content can be defined as either cultural or academic content (Spenader, Wesely,…

The topic of this study is professional development (PD) on Web 2.0 technologies for foreign language teachers and integration of these tools into the language classroom. This research explored the experiences of eighteen teachers of Spanish in grades 7-12 from both rural and urban areas in Nebraska, United States, who participated in a…

A focus on how language varies in its forms and meanings can help English learners (ELs) in K-12 classrooms engage in disciplinary discourses that enable them to learn both language and content. Systemic functional linguistics (SFL) offers promising ways of talking about language in support of disciplinary learning. SFL's meaning-based…

This study examines a timely yet under-studied area of language curriculum implementation in classroom settings. It explores teachers' enactment of content by focusing on the use of prescribed textbooks for planning instruction in higher education by teachers of English as a foreign language in mainland China. This qualitative case study involved…

Widespread incorporation of English Medium Instruction (EMI) in higher education has created the need for teacher development initiatives (EMITD) to prepare university lecturers whose first language is not English to teach their content subjects in English. The planning and implementation of such initiatives has frequently been assigned to…

Although the core element in CLIL and immersion programmes is the integration of content and language, it is challenging to achieve a balance between the two to meet the dual-objective of CLIL. Research on the beliefs teachers have about CLIL and the way they understand the role of content and language in their classes is crucial to achieve that…

This mixed-methods study explored the students' learning from the task-based collaborative writing process (Ellis, 2003; Willis, 1996) and the effects of its process on their writing improvement in a compulsory academic writing course. Due to the Covid-19 pandemic, this course was conducted completely online. This 15-week course followed the…

Researching motivation in language learning is complex and multi-faceted. Various models of learner motivation have been proposed in the literature, but no one model supplies a complex and coherent framework for investigating a range of motivational characteristics. Building on previous models I propose such a methodological framework, based on a…

This case study examines the pedagogical measures taken for Spanish development for a group of bilingual preservice teachers in a university-based teacher education program in Texas. Classroom language policies were developed collaboratively and deliberately throughout the semester, which included discussion and negotiation between instructor and…