The study examined challenges EFL teachers in Burkina Faso face in teaching listening and speaking to grade 10 students in centralized education systems and how they address these issues. The primary obstacle is the focus on national exam formats, which prioritize grammar, vocabulary, and reading comprehension, sidelining communicative language…

This study investigated EFL teachers' perception of the enacted curriculum, the status of the intended curriculum, and the challenges faced by teachers, while implementing the curriculum. A qualitative design was used and 15 teachers were interviewed to discover their perceptions of the enacted curriculum. Our results revealed that there is a…

Teachers receive increasing attention as change agents within education reform policy discourses positioning their professionalism, identity, and agency as critical to implementation of reforms. However, identities either claimed by teachers or assigned by reform policies involve serious (re)negotiations on the part of teachers as they make…

Drawing on a case study design, this article examines the real-life adaptive challenges secondary school teachers of English in Uganda face while implementing the 2020 English language competence-based curriculum innovation. Findings indicate that scarcity of instructional materials, time constraints and large class sizes, limited planning and…

In spite of the rise of computer-assisted language learning (CALL) as an alluring field of inquiry, there seems to be a paucity of empirical studies on the actual experience of English as a foreign language (EFL) teachers in the adoption of technology in their classes. In an attempt to remedy this gap, this study was designed to qualitatively…

The aim of this study was to discuss benefits and challenges of flipped learning in teaching English as a foreign or second language through a systematic review. Prior to conducting this systematic review, 78 studies published in journals that are indexed in Web of Science (WOS), ERIC, ScienceDirect, SCOPUS, IGI Global, and Wiley Online Library…

This study aimed to investigate teachers' perceptions and practices of cooperative learning (CL) in English language classrooms. It was conducted with the participation of 46 teachers (34 females and 12 males) from 10 schools (7 senior and 3 junior secondary schools) in a city in the Mekong delta -- Vietnam. All the participants had used CL in…

Second language (L2) teachers' practices in the classroom can influence their students' motivation for learning the L2. However, most of the research in this area has been conducted with students learning English as L2. Guilloteaux and Dornyei (2008) recommended that more research be conducted on the use of motivational teaching practices in…

This study investigates teachers' perspectives on English as a Foreign Language (EFL) curriculum reform in Algeria. The specific objectives of the inquiry are to examine teachers' views about EFL curriculum reform relevance and procedures and draw a conclusion from their perspectives. 176 EFL teachers from middle schools in Algeria are chosen to…

Curriculum 2013 as an effort to reform educational system. However, the Curriculum demands teacher and school to be skilled and trained and because of this, in implementing School Based Curriculum teachers deal with some problems. Thus, this study aims to find out the problems faced by the English teacher in implementing Curriculum 2013 and their…

Following the steps of countries known for their rigorous education systems, and under the supervision and recommendations of the World Bank in 2015/2016, Kuwait placed a considerable budget to instigate a curriculum reform, via the implementation of Competence-Based Curriculum (CBC), which was adapted three years ago. However, the relatively…

Global economic exchange and trade have led to the expansion of English for Specific Purposes (ESP) courses in many Asian higher education institutions. A similar demand for ESP course design is observed in the Cambodian higher education context, mainly triggered by the ASEAN economic integration in 2015, which introduced English as the working…

The development of English language learning in any country is interdependent with its socio-cultural experiences. Learning is determined by the social, historical, economic, political, and cultural dimensions of its context. This study aims to explore the socio-cultural challenges of teaching English in a remote area. It was conducted in Pemana…

Numerous scholars have critiqued a lack of focus on foreign language (FL) writing in the second language (L2) acquisition research base and in FL programs in the United States. This position article argues for reimagining the role of writing to maximize learners' 21st-century skill development and FL programs' contributions to broader…

The English language-oriented course (ELOC) corresponds to the 11th and 12th grades of high school and are highly preferred by students. Yet, the implementation of ELOC's curriculum is an issue that is hardly focused on in the field. Although the curriculum developed for all 11th and 12th -grade students by the Ministry of National Education is…