One of the most essential competencies for teachers of English as a foreign language in Türkiye is the ability to implement curricula with complete comprehension in their classes, as Türkiye has mandated centralized curricula in schools. In other words, it is the teacher's responsibility to comprehend the curricula properly; otherwise, what is…

This study aims to determine the place of mediation skills in teaching Turkish as a foreign language in accordance with the opinions of the instructors. The research is a content analysis study made with the interview technique, one of the qualitative research methods. The study group for the research consists of 14 instructors who worked in…

Despite emerging evidence for the link between teacher emotions and student outcomes, research on language teachers' classroom emotions is still scarce. This study adopts a framework rooted in appraisal-based emotion theory to explore the complexity of teachers' emotional lives and the nature of language teacher emotions in the classroom, using…

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…

Erasmus student experiences currently seem to be closely linked to the neoliberal common sense, meaning that market-oriented motivations and consumerist behaviours can often be found in students' discourses and experiences. With this point in mind, in this qualitative inquiry, we focused on how a cohort of prospective English language teachers…

This systematic review aimed to provide a comprehensive view of critical pedagogy-informed collaborative professional development practices in English language teaching. Using four databases and relevant keywords, we found 67 studies conducted in Asia, South/Central/North America, Europe, Australia, and the Gulf countries and systematically…

Language assessment knowledge, the capacity of language instructors to skillfully design, construct, and assess language evaluations, is pivotal for effective language education. This study investigates the language assessment knowledge, encompassing both general and skill-specific aspects, of in-service language educators from Europe and Türkiye.…

Nearly all multidimensional models of communication competence have pragmatic competence at their core. Proper assessment of second language (L2) pragmatics makes many demands on L2 teachers, both in terms of understanding the construct and in language test development. Therefore, being assessment literate helps teachers in developing effective…

This study tries to shed light on what makes the English teacher's proficiency excellent and how these factors help the English teacher achieve excellent proficiency. One female English teacher from a private secondary school participated in this study. Her excellent English proficiency is proven by some proficiency test certificates such as TOEFL…

This paper analyzes writing tasks in academic writing textbooks for Japanese university students, focusing on the organization and difficulty of these tasks based on the Common European Framework of Reference for Languages (CEFR). A total of 411 writing tasks from 30 textbooks were coded by two experienced Japanese English teachers. The author…

Virtual exchange (VE) is an umbrella term used to refer to the engagement of groups of students in sustained online intercultural interaction and collaboration with international partners under the guidance of their teachers. In the computer-assisted language learning literature, telecollaboration and eTandem approaches to VE have been researched…

The Common European Framework of Reference for Languages, which will be briefly referred to as CEFR in this article, is accepted as a reference by academics working for the Council of Europe Committee on Languages. It sets the criteria for the teaching of any language as a foreign language. It aims to assess and evaluate foreign language…

In 2016, Thai Ministry of Education (MOE) has announced the Common European Framework of Reference for Languages or the CEFR (Council of Europe, 2001) as a guideline for teachers in primary and secondary schools. This has inevitably affected Rajabhat Universities (RUs) in the country that have major roles and responsibilities in producing…

In modern methods, in line with the social constructivist and action-oriented approaches, knowledge should be (co-) constructed by the learner in interaction with his or her learning environment which has been established by the teacher prior to the session. A social constructivist approach can be described as learning-centered. This approach…

This study aimed at developing the Silpakorn Test of English Proficiency (STEP), in alignment with the Common European Framework of Reference for Languages (CEFR), and in accordance with the theoretical framework established by Alderson et al. (2006). Four major steps were involved in the test construction. First, English language lecturers who…