This paper reports on part of a larger study of critical language pedagogy (CLP) in university EFL classes in Japan. Through in-depth semi-structured interviews, we examined the philosophies, approaches, pedagogic choices, and adaptations of nineteen self-identifying critical pedagogues. Here, we focus on the theme of student receptivity to the…

This paper focuses on Seligman's (2011) PERMA components (positive emotion, engagement, relationships, meaning, and accomplishment) of well-being. Teachers' reflection data have been analysed deductively to identify components of PERMA as relevant to themselves as well their perceptions of their learners' well-being during and after a longitudinal…

In this article, we report on a mixed-methods study which investigated teachers' attitudes towards and experiences with teaching environmental issues within their ELT classes. Given the rising importance of ecoliteracy and its inclusion as a transversal learning objective for all subjects in many national state curricula, it is critically…

Although positive psychology (PP) is characterized as a tripartite approach to human flourishing that considers emotions, traits, and institutions, to date the role of institutions has been relatively overlooked. This is particularly problematic when exploring language teacher wellbeing because a teacher's ability to thrive is also dependent upon…

With the goal of contributing to ongoing efforts to decolonize ELT, this article addresses the potential of microanalytic research into classroom interaction in disrupting hegemonic forces of coloniality. Microanalytic research provides a step-by-step, minute examination of interactional discourse, and it has the capacity to reveal gaps between…

Learner motivation is an essential ingredient for successful language learning. This article investigates the motivating and demotivating factors affecting the motivation of fifty-eight EAP learners' L2 learning. Guided by complex dynamic systems theory, with a dual focus on both what factors are important and what role these play in the L2…

The number of reports and publications about exploratory action research (EAR) has been increasing in recent years; however, there is still a dearth of studies that examine its effectiveness for improving teaching and learning. This study explores Nepalese EFL teachers' perceptions of EAR, the ways they explored their classroom issues, and how…

Rubrics are often used as scoring tools in evaluating student writing performance. Although there is a considerable amount of research on the use of rubrics in ESL writing instruction, little attention has been paid to studies of engaging students in rubric co-construction in the ELT context. This study investigates the implementation of…

Over the last two decades, the Common European Framework of Reference for Languages (CEFR) has become ubiquitous in ELT. In this article, I consider how differences in the way in which the framework is being interpreted by different powerful actors, including governments and for-profit organizations, affect its usability for ELT practitioners, a…

This qualitative case study first examined middle school teacher perceptions of practice regarding L2 listening instruction and, from these, proposes guidelines to favour L2 listening development. Novice middle-school teachers from Chile (n = 14) were guided within semi-structured interviews to reflect on their own L2 listening teaching practices…

This article draws on data from a British Council-funded project which aimed both to compare global early English language learning (EELL) pedagogic practices in 2020 with those in 2010 and to investigate current EELL teaching and learning in primary schools. The project had an explicit focus on classroom language practice, that is, the languages…

This study explored how secondary school EFL teachers engaged in professional learning opportunities when they participated in the development of ELT materials. While increasing research has examined language teaching materials and teacher learning, the two research fields have remained largely disconnected, hindering the potential of materials…

The present study explores whether/how CLIL practice at primary English language classrooms raises English language teachers' awareness towards their language use from an English as a lingua franca (ELF)-aware perspective. English language teachers in a CLIL program completed a survey about their classroom practice and their opinions about their…

With the expanding role of English medium instruction (EMI) worldwide there has been an increasing use of English to teach content subjects at tertiary level. In implementing EMI a common assumption has been that the primary issue affecting successful EMI is the English proficiency level of the EMI instructor. This paper reviews this assumption by…

This article analyses the practices, beliefs, and challenges of in-service Nepali EFL teachers who are required to carry out action research and submit a written report for their performance appraisal. We have analysed action research reports (n = 88) and interviews (n = 6) with public-school EFL teachers. The findings show that speaking,…