As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners' writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact…

Multilingualism in the world is the norm and the classrooms are no exception. The dynamic and flexible practices of multilingual teachers and learners in the classroom are referred to as translanguaging. As shown in the literature on the topic, translanguaging discourse simply exists in classrooms. It is the means of communication employed by…

In addressing vocabulary explanations in language classroom settings, a growing number of studies have examined the different ways teachers respond to the vocabulary explanation requests made by students in second language (L2) classrooms. Relatively lacking is an investigation into the nature of vocabulary explanation requests made by students in…

The purpose of this research is to identify the problems encountered in teaching and learning English according to secondary school students and to determine the level of differentiation of students' perceptions of the problems in this regard. The population of the study consists of 24,850 secondary school students in Istanbul Sultanbeyli, while…

A major goal of this study was to inquire into and gain an understanding of teachers' emotional responses to cultural differences by investigating how teachers handle stories with intercultural themes. The broader goal was to inquire into teachers' emotional lives that though not necessarily visible to them, nonetheless affect what they perceive…

Drawing on empirical sources, I argue that teachers' actions to remove district-mandated testing from their classrooms are a form of teacher policy-making. Analysis of interviews with teacher activists and records of teachers' activism meetings show that teachers perceive belonging, trust, and community as critical to their efforts to provide…

Methodology is one of the important elements to implement the objective of education in teaching learning process particularly in English classes. To give the information about two phenomenal methods namely GTM and CLT is the main purpose of this scientific writing since GTM is commonly used previously and CLT is very famous nowadays. In so doing,…

At first glance it is surprising that--in remarkable contrast to grammatical or lexical failings which, while certainly not viewed as insignificant, are rarely greeted with outright anger or hostility--inappropriate documentation of scholarly sources so frequently provokes very harsh penalties. Rather than the constructively pedagogical approach…

Much scholarly and pedagogical attention has been devoted to corrective feedback. In this paper, we turn to positive feedback, and in particular, call for a reconsideration of teachers' use of explicit positive assessments such as "very good". Based on examples from an ESL classroom, we show that utterances such as "very good" may have the…

ESL educators find themselves teaching a diverse group of students in today's classroom. This study investigated how ESL instructors address diversity in their teaching. The literature review revealed research on the experiences of teachers using culturally responsive teaching strategies. Using qualitative research methods, this study explores the…

This paper investigates how an EFL teacher negotiates her identity to adapt to the "new work order" in an English education department at a university in China. From a narrative inquiry perspective, it aims to illuminate the complexity of teacher identity in the context of a reform where teachers must reconcile conflicting selves in…

Examines cybernetics as a model which provides framework with which to view communicators and the communications in the ESL classroom because it implies the kind of feedback the learner can assimilate and act upon. (Author/BK)

Presents and critiques commonly used verbal feedback techniques and proposes a nonverbal feedback technique comprising a set of hand signals, each of which is used to indicate a certain error type. Discusses value of use of negative feedback. (Author/BK)

Urges foreign language teachers not to resist the arrival of technology in the classroom, and cautions that language teachers cannot effectively incorporate computers and other new technology into their courses without updating their teaching methodology at the same time. (CFM)

Suggests alternative approaches to traditional feedback methods to help improve English-as-a-Second-Language writing skills. Interactive feedback styles such as minimal marking and taped commentary offer explicit information about teacher expectations and encourage students to reassess their work. (CB)