This study was an inquiry to investigate English for Specific Purposes (ESP) teachers' transitional experiences in the third space. To that end, 17 ESP teachers wrote autobiographical narratives focusing on their critical challenges in the third space and their approaches to dealing with them. The narratives were analyzed using Creswell's (2007)…

To expand the line of research investigating individual teacher-related variables, the present research sought to test a structural model of teacher reflection, self-efficacy, burnout, and emotion regulation among Iranian EFL instructors. Moreover, a mediation model was examined, hypothesizing that emotion regulation would mediate the influences…

Reflective practice, in the shape of post-teaching self-evaluations, is a core element of many pre-service English as a Second Language (ESL) teacher training programmes such as CELTA. Most research on reflective practice has been carried out with pre-service teachers, but more evidence is needed to understand the reflective practice of in-service…

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…

Reflection and reflective practice have now become common terms used in teacher education and development programs worldwide. Reflective practice generally means that teachers subject their own beliefs and practices of teaching and learning English to speakers of other languages to a critical examination. The increase in popularity of reflective…

This article describes a collaborative and data-based reflective practice study carried out by two language teachers in a Japanese tertiary education context. This research utilized conversational analysis (CA) of audio-recorded classroom data which was subsequently discussed as part of a critical friendship. Both the inclusion of CA data and…

Reflective Teaching as a relatively new approach toward teaching and education can be traced back to Dewey's (1933) assertion of reflective action. To date, methodologies remain almost recursive. Arguably, the modality of written genres may tempt the teachers to produce cursory reflective writings. This exploratory paper presents the sorts of…

The present study explored the development of language teacher immunity among Iranian in-service English as a Foreign/Second Language (EFL) teachers (N=15) working at public high schools. Drawing on semi-structured interview data, the study found that low self-confidence, students' demotivation, low income, limited facilities, lack of enough time…

The field of teaching English to speakers of other languages (TESOL) is similar to other fields in that we must not take it for granted that novice teachers will survive their first year without some kind of support. This paper outlines how three novice ESL teachers in Canada survived their first year without any support from the school they were…

The present narrative study examined the purposes that language teachers pursue in their research studies. The study also explored the opportunities and challenges that teachers experience while doing action research. Data were collected through a survey of narrative frames among 68 teachers, reflective essays written by 9 teachers and individual…

Teachers can reflect on their practices by articulating and exploring incidents they consider critical to themselves or others. By talking about these critical incidents, teachers can make better sense of seemingly random experiences that occur in their teaching because they hold the real inside knowledge, especially personal intuitive knowledge,…