Recasts, a type of implicit feedback, is widely used by EFL teachers for improving learners' communicative competence. Research suggests that teachers may use salience enhancement techniques in order to highlight the positive/negative evidence in recasts. This study was conducted to identify types of recasts and examine the relationship between…

High quality teaching, student learning, and students achievement is dependent on the skills teachers use and the existence of professional expertise such as teachers reflectivity. The purpose of this study was to see whether there was any relationship between Iranian EFL teachers reflectivity and their students' language achievement and whether…

Despite the rising interest in the practice of formative assessment (FA) in language classrooms, research has rarely examined the factors that contribute to differential use of FA. The present study adopts an explanatory sequential mixed-method design to examine differences in FA use among Japanese junior and senior high school EFL (English as a…

Undeniably, one language may be considered more valuable than other languages. Hence, most bilingual communities suffer from language imbalances. The present study attempts to identify the factors of code-switching during classroom presentations. Its functions were identified through analysing conversational contexts in which it occurs. Through…

These days focus of interest in English learning changes to productive skills, in Turkey. This research study assesses the teachers' point of view about using ice-breakers for adult Turkish EFL learners in upper-intermediate level. It also anticipates finding valuable information with applying ice-breaker activities as a useful teaching policy…

Teacher-mediated classroom assessment might have significant impacts on learners' academic achievements and teachers' development. The current study investigated teachers' assessment literacy and its impact on their current assessment practices and learners' writing outcomes. The study sought to gain an understanding of the extent to which…

This study investigated the relationship between stated beliefs of four English as a second language (ESL) teachers about teaching and oral corrective feedback (OCF) and their actual classroom practices. The results show that their stated beliefs of teaching were found to be in accordance with their stated beliefs concerning OCF. While the most…

The aim of this paper is firstly, to make teachers correct thoroughly students' errors with effective strategies. Secondly, it is an attempt to find out if teachers are interested themselves in errors correction in Beninese secondary schools. Finally, I would like to point out the effective strategies that an EFL teacher can use for errors…

Needs analysis can be a vital asset for teachers of English for specific purposes (ESP) to identify their learners' key requirements or needs and determine the areas in which they are lacking skills. Against this background, this study was undertaken during the academic year 2015-16 to define the English language needs of engineering students…

Video footage is frequently used at teacher education. According to Sherin and Dyer (2017), this is often done in a way that contradicts recent studies. According to them, video is suitable for observing and interpreting interactions in the classroom. This contributes to their situated knowledge, which allows expert teachers to act intuitively,…

This paper presents the results of a one-year language curriculum needs analysis project aimed at developing a deeper understanding of the learning needs of first and second year Chinese language students at a university in the United States. The purpose of this project was to provide a foundation for further curriculum development of the…

In view of ongoing debates about the future of task-based language teaching (TBLT) in contexts of English as a foreign language (EFL), we present a detailed case study of teacher beliefs and practices regarding TBLT conducted in a secondary school in mainland China with a long history of communicative and task-based teaching approaches. We used a…

The present study was an attempt to evaluate and specify teachers' perception of the cultural elements of Total English book series. Another objective was to study the techniques and strategies that teachers usually use in teaching these elements. To this end, a total of 50 male and female teachers working at Kish Language Institute in Esfahan…

The importance of teachers' technological, pedagogical, and content knowledge (TPACK) in conducting effective technology-enhanced instruction has been recognized; however, the understanding of teachers' TPACK when teaching English as a Foreign Language (EFL), as well as the need for their further TPACK development, has not been properly addressed.…

Western teachers working in China often experience cultural conflicts arising from, for instance, the ways that Chinese students perceive face and express criticism. To better understand these face-concerned conflicts, this paper explores the role and significance of email for a group of Chinese students to communicate pedagogical criticism with…