The study investigates the journey of the PRDE's PADE Academy accelerated English teacher preparation program, in preparing special recruitment and permanent PRDE teachers for the English content area re/certification. Through qualitative research using a case study design, the research examines various aspects of the program, including academic…

For some time, arguments have been made that for the increased successful use of corpus linguistics (CL), in the form of Data-Driven Learning (DDL; Johns, 1991) in the second language classroom, teacher education programs must play a central role by providing the necessary instruction and triggers. Three means of integrating corpora into teacher…

This qualitative, case-study research explores the English language learning history of a Japanese pre-service teacher by analysing five English-language poems and a self-reflective essay regarding her experiences of learning the target language. The methodology chosen in this study was a poetic inquiry through which the investigator reconstructed…

This mixed-methods study examines the status of reflective practice among language teachers, identifies barriers to implementing reflective practice, and explores motivators that can address these issues. The study also investigates the discrepancies between teachers' perceptions of reflection and their practice. To this aim, the perception of 190…

Although research on teacher reflection has substantially grown in the past decades, little is known about how reflection could be integrated in teacher education programs. The current study explored the potential of reflection as a tool for teacher education among Iranian EFL teachers through the use of individual and peer reflection. Data were…

Teachers' language assessment literacy (LAL) refers to teachers' ability to perform assessment-related tasks. Despite the significant role of language assessment literacy in English language teaching and learning, many teachers reported to have an inadequate ability to perform assessment-related tasks because of the lack of assessment training…

Pre-service teachers (PSTs) of English as a Foreign Language (EFL) need extensive training, preparing them for challenges encountered in real classrooms. Such challenges include presenting the target content knowledge in front of the class and promptly responding to students' questions on the content. High-immersion virtual reality (VR) is…

This paper introduces an innovative practice: post tagging as a way to enhance the use of ePortfolios in foreign language teacher education programs. The ePortfolio system is a WordPress multi-author blog, and a student-teacher's ePortfolio is a page comprised of the posts they have written. Tags are keywords for a post. In this innovation,…

Act TEFL Methodology is one of the main courses designed to provide English pre-service teachers with several newest methodologies in teaching English at different levels and learning contexts. However, to achieve good quality of them, the English education department needs to evaluate, arrange and formulate the course. In the process of…

Many theoretical and practical impediments prevent the full implementation of reflective teaching in English as a Foreign Language academic setting. This study aimed to explore potential impediments on the application of reflective teaching in English as a Foreign Language paragraph writing class. The qualitative design was used to describe the…

Globally various barriers hinder English as a Foreign Language (EFL) learners from developing English communicative competence. Concern in this regard is also raised in the context of Iran. Two themes that strongly emerge from the vast number of publications on the causes of poor EFL learning outcomes in Iran include the need for teacher…

This paper explores possibilities of using language learning autobiographies as a form of identity texts in order to produce suggestions for critical teacher education. Specifically, we examined what insights we might gain by reframing Korean pre-service teachers' autobiographies as a form of identity texts to develop reflective teachers, who…

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants' level of speaking competence. A quantitative…

The goal of this study was to inquire the impact of the reflective coaching (RC) on development of pre-service EFL (English as a Foreign Language) teachers' sense of efficacy and instructional skills. The reflective coaching program utilized in this study was developed and adapted by the researcher in 2016 mainly based on the theoretical views and…

The present study aims at engaging ELT student teachers in reflective teaching practice through the use of reflective diary during their school internship and finding out their perceptions about this reflective teaching practice that they were engaged in. The data were collected through the qualitative research instrument. After the student…