This study investigated the use and functions of metadiscourse markers in English as a foreign language (EFL) virtual classroom during the Covid-19 pandemic. The study examined which metadiscourse markers--interactive or interactional--were used more frequently and how they were employed in an EFL context. It explored two interactive metadiscourse…

The main purpose of this study was to investigate the effect of discourse markers instruction through the flipped model on Iraqi EFL learners' writing performance. To achieve this end, 90 advanced EFL learners were selected and assigned into three groups; two as the experimental and one as the control group. The homogeneity of the participants was…

Violence, bullying, and crime in schools have become prevalent issues in Indonesia, with the government and educational institutions actively working to prevent these behaviors. Peace values, which can be taught through textbooks, play a crucial role in this effort. Despite the implementation of Kurikulum Merdeka, no research has explicitly…

The use of discourse markers, like that of any other linguistic element, is dependent on contextual factors that interact at the specific moment of an enunciation. The utterers, with the need to adjust their language product to their communicative intentions, perform an analysis of the contextual, material, and relational factors involved,…

This study examined the semantic features of the simulated mini-lectures in the listening sections of the International English Language Testing System (IELTS) and the Test of English as a Foreign Language (TOEFL) based on automatized semantic analysis to explore the content validity of the two tests. Two study corpora were utilized, the IELTS…

This study investigates the grammatical patterns prevalent in conversational discourse as presented in selected Ethiopian English as a Foreign Language (EFL) textbooks. It aims to identify and analyze the features of spoken conversational discourse that shape the structure of dialogues and spoken interactions within these educational materials.…

In L2 assessment research, assessments have traditionally been associated with large-scale testing or formal proficiency tests, primarily to record student achievement (Turner & Purpura, 2016). Classroom-based assessments (CBAs), then, are seen as offshoots of large-scale tests, thus, designed similarly (Turner, 2012). However, CBAs serve a…

This contribution reports on the findings of a project whose aim was to explore the construct of the language-teaching methodology interface (LTMI) in lecturing through English. Evidence of its existence will be provided and implications for teacher training will be considered. On the assumption that the LTMI can be characterised by the…

This book innovatively connects the two fields of oracy and practice-oriented empirical research in English language education. It creates synergies and proposes innovative approaches to the study of oracy in the context of learning and teaching English as a second, additional or foreign language. The book also develops a contemporary and holistic…

This article explores how ideology is embedded in the cultural content of textbooks used in Germany's integration courses for migrants. Using critical multimodal discourse analysis, I analyze two dimensions of meaning in linguistic and visual (multimodal) texts: meaning as representation and meaning as inter/action. I analyze how social actors are…

Critical Discourse Studies (CDS) has increasingly served to examine the content of textbooks. Given momentum by critical social inquiry pertaining to textbook content, this study looks at peer-reviewed literature drawn from three scholarly databases (JSTOR, ERIC, and SAGE; cross-referenced with searches on Google Scholar) that use CDS for those…

In the twenty-first-century working professionals need to possess strong Interactional Competence to handle professional communication in intercultural contexts (PCIC). However, the relationship among the three PCIC constituents -- culture, workplace and interaction -- is undertheorized in current research. This leaves PCIC practitioners…

This article traces the intellectual roots and developments of the notion of competence in second language (L2) teaching and research. Since L2 teaching and research invariably concern competence of some sort (linguistic, communicative, interactional, or otherwise), there have been countless attempts to define competence from diverse theoretical…

Advocacy is widely expected of teachers working with multilingual learners (MLs) and is included in TESOL standards and teacher education scholarship. Recent research on language teacher advocacy demonstrates the importance and necessity of advocacy for MLs and their families. However, few studies document how teachers collaboratively advocate for…

With the goal of contributing to ongoing efforts to decolonize ELT, this article addresses the potential of microanalytic research into classroom interaction in disrupting hegemonic forces of coloniality. Microanalytic research provides a step-by-step, minute examination of interactional discourse, and it has the capacity to reveal gaps between…