Introduction: Educational change, particularly English language teaching (ELT) pedagogical reforms, has received much attention from language researchers in the era of globalization and internationalization, especially in Vietnam. Purpose: This study is aimed to investigate teachers' responses to ELT pedagogical reforms, what factors influence the…

This article explores in-service EFL teacher (de)motivation in secondary state schools in Spain. Possible solutions to teachers' negative professional experiences and demotivation were proposed by 23 Spanish EFL teachers. These suggestions are examined applying Ecosystems theory (Bronfenbrenner, 1979, 1993). Using this framework, the present…

Lots of innovations have been introduced into our lives with the 21st century. They offer great affordances and are benefited in every sphere of life. On the other hand, these innovations change our habits, including our teaching/learning habits. Therefore, actors in educational environments, especially teachers, have to keep pace with such…

The construct of L2 teacher immunity refers to the self-established protective shield that teachers develop against challenges posed by the instruction process. Therefore, the aim of the present study was to measure this construct of L2 language teacher immunity, which was put forward by Hiver and Dörnyei (2017), based on the constituents…

Background: Research on teacher professional learning which supports teaching of reading and writing at the foundation phase (FP) is limited in developing countries, including South Africa. Aim: This article examines the ways in which three Foundation Phase teachers changed their practice during 18 months of learning from a formal university…

This article examines how Arizona's teachers of English learners negotiate between restrictive language policies and complex teaching conditions. This case study explores how middle school teachers in an urban school district make sense of the 4-hour English language development block, Arizona's recent English-only policy. Findings indicate that…

This case study addressed issues of ESL mainstreaming by examining a teacher's experiences and needs in teaching a social studies class where ESL students were mainstreamed. Extended observations, semistructured interviews, and documentary analysis served to unravel classroom dynamics, showing that the teacher modified various aspects of teaching…

Survey study of 53 foreign EFL teachers in Jeonju City, South Korea looks at causes of teacher stress and coping mechanisms between the years of 2004 and 2006. Results show foreign EFL teachers report moderate levels of stress and attribute stresses in roughly equal measures to student misbehavior and school director/administrative sources. Survey…