The paper aims to explore how teachers learn by incorporating pupils' experiences into the curriculum in the context of applying Dogme ELT (also known as the "Teaching Unplugged" movement) in English classes and how a state of un/certainty comes about. Existing research into the movement provides quantitative and qualitative findings and…

Taking notes while listening not only aids comprehension and concentration in the moment but also creates an external storage repository of information for later use. As the number of students taking content courses in their L2 in English medium instruction contexts grows, L2 notetaking abilities are beginning to receive much-needed pedagogic and…

This collaboratively authored piece highlights Poetry Inside Out, a poetry translation program that creates new pathways for culturally and linguistically sustaining literacy education. In Poetry Inside Out, students collaborate to translate world-class poems from their original language (e.g., Spanish, Chinese) into English. Informing PIO's…

Error correction has been one of the central themes in accounting for potential gains in second language (L2) writing. While a wide range of empirical studies focused on the effects of written corrective feedback (WCF) on learners' writing outcomes, few of them have specifically examined the feedback process, or its potential role as a shaping…

This paper presents the findings of a descriptive multiple case study carried out with six teachers of English in five public secondary schools in a city in northwestern Mexico aimed to determine how writing was taught. A mixed methods approach was followed with an embedded design in which qualitative data had increased weight and quantitative…

While extensive research exists on peer feedback and its effects on writing, there are few experimental studies that rigorously investigate the effects of guided dialogic peer feedback on students' argumentative writing performance. This study, adopting a mixed-methods approach, examined the influence of guided dialogic peer feedback within a…

Drawing on an academic literacies approach to understand writing as a social practice, this paper explores the experiences of how undergraduate students make sense of and engage with English academic writing conventions in relation to their writing purposes. We traced the writing process of 12 undergraduate students in Hong Kong over the course of…

Critical thinking is integral to English language teaching (ELT) as it enhances both linguistic competence and higher-order cognitive abilities such as analysis, evaluation, and problem-solving. This paper explores how critical thinking can be systematically embedded in ELT to foster intellectual maturity and independent learning. It examines…

This study investigated how English language writers in a Chinese university were able to paraphrase following instruction with an online module. Participants were separated into two groups: Group A (Individuals) and Group B (Dyads). They were then trained and assessed in their ability to complete paraphrasing tasks with a pre and posttest.…

English language students often struggle to acquire and retain academic vocabulary due to limited exposure and insufficient opportunities for meaningful engagement with new words. Explicit, structured vocabulary instruction is essential to acquire word ownership, defined as understanding a word's meaning and using it in various contexts. This…

Which components of grammar teaching--accuracy, meaningfulness, and appropriateness--are you the least comfortable including in your classroom activities? This Reflective Question and many others await your discussion and analysis in this revised edition of TESOL Press's best-selling "Teaching Grammar," which explores different…

In recent years, there has been a growing trend of using informal styles in academic writing, including research articles. To examine the degree of formality in students' writing, this corpus-based study aimed to analyze the formal linguistic features in the academic writing assignments of English-major students at a Thai university. The learner…

This article analyses a specific strategy designed to include generative artificial intelligence (GenAI) tools in students' written assignments. While we recognise that GenAI tools represent a challenge for teachers in terms of their classroom use and the development of digital literacy among students, we believe that banning them is not a viable…

This study focused on comparing the effects on 32 students' argumentative writing qualities when they worked alone or collaborated in pairs and groups and explored the students' opinions towards critical thinking across different writing activities. The 32 students were divided into groups of four (n=8), pairs (n=16) and individuals (n=32). Their…

The present study investigated the effects of construction-based instruction on Korean English as a foreign language (EFL) learners' production of the English argument structure constructions. Within the theoretical framework of construction grammar (Goldberg, 1995), the authors presented college students with English constructions in a…