This article explores the concept of the post-methods era in language teaching, which advocates for moving beyond rigid, prescriptive methodologies. The author argues that no single method can address the diverse needs of all learners and contexts. Instead, teachers should adopt an eclectic and context-sensitive approach, drawing on a range of…

Micro-teaching has been criticized for its artificial nature, limited practice period, and inadequate feedback. Giving preservice teachers in-situ opportunities that they can collaborate on lesson planning, teach, and receive peer feedback can assist in addressing these drawbacks. To that end, an intervention study was devised to provide in-situ…

This research study investigates pre-service teachers' perceptions regarding the efficacy of the feedback on their micro-teaching activities. During a 16-week semester, nine pre-service teachers were observed and their micro-teaching activities were video-recorded. After their micro-teaching activities, they were asked to reflect on their own…

The global status of English as a lingua franca necessitates effective English language teaching (TEFL) to meet the demands of the global economy and social development. This article explores key principles for effective TEFL, grounded in a sophisticated theoretical framework that integrates cognitive, sociocultural, and constructivist…

The K-12 population learning Chinese as a Foreign Language (CFL) has been increasing rapidly within recent years in the United States. Ruan, Zhang, and Leung (2015) state that summer programs are one of the most recognized forms of Chinese learning, cultivating immersion language environments in the United States. As CFL programs expand, there is…

This study aimed at investigating the effect of the cognitive coaching-supported reflective teaching approach in English language teaching on the academic success of students and on the permanence of success. It was conducted during the spring semester of 2013/2014 academic year at the School of Foreign Languages, Firat University, Elazig, Turkey.…

This article lays out the proposition that the rapid changes in 21st-century society, in which multilingualism is the norm, have presented new challenges, questions, and resources with regard to the roles, tasks, and contributions of language teachers. In line with recent research developments and in keeping with tradition, we believe it helpful…

This study has sought to explore the effect of reflective teaching on learner autonomy and the intrinsic motivation of Iranian upper-intermediate female learners. The subjects included 60 adult upper-intermediate EFL learners chosen out of ninety, based on the scores obtained through administration of the TOEFL exam. They were randomly assigned to…

The research explored the reflective practice of student teachers on efforts to improve how student teachers learn from their experiences of tutorial teaching in school. Tutoring means teachers working with individual students to support their learning. During this project, eight student teachers tried to help underachieving high school students…

United Arab Emirates (UAE) is currently undergoing massive educational reform, especially in the teaching and assessment methods of all subject-matter areas. In Abu Dhabi, the capital of UAE, the Abu Dhabi Education Council (ADEC) has mandated the revamping of English language teaching and assessment in grades 6-12 through the introduction of…

The aims of this paper are twofold: to investigate how Taiwanese teachers of English as a Foreign Language turned experiences into critical reflections via journal writings and to describe how they gauged critical reflections as teaching inquiry. The participants were 12 Taiwanese in-service teachers enrolled in an elective course entitled…

Improving English language skills of learners is a strenuous task because of the variations in culture, background and learning styles. This strenuous task is further aggravated when English teachers realizes the proficiency level of students is far too low that his/her expectation. In most of the ESL and EFL context, English teachers rely on…

This article examines the challenges experienced by Arabic-speaking students and lecturers at meeting the proposed learning outcomes in English Literature (EL) at a residential university in Algeria. An overview of the history of foreign languages (French and English) in the curricula in Algerian schools and tertiary education institutions has…

Several authors (e.g., Mcniff & Whitehead, 2006; Wallace, 1998) defend the idea that teachers' own involvement in research has the potential to encourage professional growth. Journal writing, teacher logs, written narratives and stimulated recall are some examples of methods that have been used by researchers to encourage and support teachers'…

This article will discuss issues concerning the potential of videopapers, drawing on a research project investigating the use of videopapers as a tool for reflecting on practice and as an assignment in initial teacher education. Student teachers engaged in initial teacher education programmes often find it difficult to "see" what is…