This study investigates the impact of social media discourses, espoused by neoliberal and consumerist ideologies, on a language teacher educator's (LTE) identity negotiation. Through a collaborative case study, it examines Hassan's (the second author) experiences with social media in the Iranian English language teaching (ELT) context over three…

Few studies have compared the nature of negotiation of meaning across face-to-face (FTF) and synchronous computer-mediated communication (SCMC) modes with mixed-proficiency dyads. Such comparisons can help identify important strengths and weaknesses of each mode. Therefore, this study explored whether FTF and SCMC modes differ in terms of…

This article explores the perception and reasons for Korean students' silence and low levels of oral participation in U.S. graduate programs. It analyzes a case study conducted with two Korean students currently attending graduate school in urban settings. The researcher conducted semi-structured interviews with the participants, using a constant…

It is essential that preservice teachers and language learners understand why creativity is important and how creative thinking skills might be enhanced during language and content study. It is equally important that learners be given opportunities to express themselves creatively and that they are supported in doing so. To meet these goals,…

Describes how directed online discussions served as a useful complement to face-to-face encounters by promoting greater interaction and wider participation among language learners. (Author/VWL)

This tip provides information that will help English-as-a-Second-Language learners understand the rules of formal e-mail communication, also known as netiquette, and enable them to practice using these communication skills effectively for academic purposes. (Author/VWL)

Highlights the use of electronic discussion boards in the English-as-a-Second-Language classroom. Suggests that discussion boards provide flexibility, interconnectiveity, and many other benefits for teachers and learners. (Author/VWL)

An international group of teachers discusses the collaborative development and benefits of an on-line mentoring exchange. Sample e-mail questions and responses are included. (Author/VWL)

Two university professors discuss the benefits of shared expertise and e-feedback in the design of an English-as-a-Second-Language (ESL) writing course. (Author/VWL)

Describes how the Internet was used for online interaction in a 10-week English-as-a-Second-Language course. Students were highly motivated and seeking eventual admittance to undergraduate programs through successful completion of International English language Testing System (IELTS) examinations. (Author/VWL)

Four short articles provide teaching tips for the English-as-a-Second/Foreign-Language classroom, including the use of Moos, a video jigsaw, practicing oral language skills with interviews and student-read dictations, an ask the expert activity which builds learner confidence in speaking in front of groups of people. (Author/VWL)