As one of the major feedback strategies in language classrooms, teacher reformulations have garnered intense interest from researchers in the field of second language teaching and learning. However, scant attention has been paid to teachers' self-reported intentions and students' perceptions of teacher reformulations. This study aims to identify…

Despite an increasing research interest in subject-specific teacher knowledge, there is limited research on teachers' knowledge of English as a foreign language (EFL) in early childhood education (ECE). This paper, therefore, reports a mixed-methods study which investigated the relationships between ECE EFL teachers' knowledge and their practices…

This action research report explores the effect of a "flipped learning" strategy on adult EFL students' speaking skills. Flipped learning, or inverted learning, reverses the traditional educational model where students learn in class and practice out of it; flipped learning promotes the students' learning of concepts and theories out of…

Schooling practices founded upon the principles of Instructed Second Language Acquisition (ISLA) do not appear to have attained widespread adoption among teachers, consequently hindering the implementation of didactic measures that foster foreign language acquisition. These measures are closely entwined with the classroom climate, wherein the…

This systematic literature review examined 61 empirical studies published from 2010 to 2022 on translanguaging. The review explored the trends and scientific strengths of the studies, the reported pedagogical components, and the affordances and challenges of translanguaging. 70.49% of the studies took place in elementary schools and in 65.57% in…

The author describes a challenge that is familiar to many language teachers: trying to get students to speak up independently, share thoughts, and participate authentically in the target language. The article includes general and specific tips for creating a comfortable, communicative classroom environment.

Previous research on willingness to communicate (Henceforth WTC) has shown that several teacher factors can affect learners' WTC. However, the effect of teachers' perceptions of learners' WTC on teachers' communicative and instructional behavior has remained understudied. This study aimed to examine how teachers' perceptions of learners' WTC…

The aim of the study was to identify the factors that contribute to speaking anxiety in Thai adult EFL learners working in an online media company and enrolled in an English course provided by the company, as well as to discover the anxiety reduction techniques used by these learners. The results showed that significant contributors to speaking…

Managing student participation is a key interactional and instructional task in any classroom. This is even more relevant in language classrooms, as students need to demonstrate understanding, knowledge and proficiency through the production of lexical, phrasal, clausal or sentential elements. Question-Answer-sequences have been the focus within…

Teaching in urban peripheral setting presents notable challenges. As English is currently recognized as a medium of communication and proficiency on a global scale, it is one of the specific subjects taught in school which undoubtedly has its own issues. This study investigates the difficulties facing EFL teachers in urban peripheral primary…

Organizing effective instruction is a characteristic of classroom management, which minimizes time wasting and keeps students moving at a good pace. The primary purpose of this study is to explore the current practice of instruction-giving strategies being utilized in EFL classrooms in a Vietnamese public university. To achieve this goal, both…

An increasing body of research has explored patterns of interaction and peer support among young learners. Although some studies suggest that young learners can engage in collaboration when interacting on tasks, other studies indicate the opposite. Moreover, despite the claims that peer collaboration is conducive to learning, studies have not paid…

The development of videoconferencing technology has enabled new modes of combining in-person and remote teaching. In this article, we investigate interactional practices in hybrid language classrooms that combine on-site and remote participation by way of telepresence technology. Telepresence robots are videoconferencing tools that can be remotely…

Theoretical knowledge is crucial for effective Arabic language teaching. However, it must align with teachers' beliefs to influence classroom practices and impact learning outcomes, as teachers' beliefs and classroom practices dynamically influence one another. This study aims to explore the theoretical beliefs of Arabic language teachers…

Materials use is a critical yet poorly understood dynamic of language classrooms. This study examines 'materials-in-action,' meaning how materials shape classroom interaction and activity, in a beginning-level French-as-a-foreign-language classroom. The conceptual framework, 'pedagogical ergonomics,' similarly centers on materials-in-action, and…