Teachers' beliefs on language learning play a pivotal role in teachers' classroom practices and are thought to be stable. This article aims to show the change in the teacher-trainees' beliefs after taking an online second language acquisition (SLA) course as opposed to the traditional face-to-face SLA course from previous studies. The participants…

Digital education with mobile technology is becoming a global trend. This study considers language teachers' challenges related to open distance teaching in higher education. Twenty-eight university lecturers participated in the semi-structured interviews and expressed their opinions on how mobile technologies impacted the nature of teaching and…

Recent developments in machine translation (MT) might have led some people to believe that soon professional translation will not be needed, but most translator trainers are aware of the high demand for the quality that MT systems cannot deliver without human intervention. It is thus important that professional translators, trainers and their…

As media and technology advance and the environment grows smarter, information can spread more quickly and extensively, with fewer filters. In the face of the abundance of diverse multimodal and interactive digital resources, many EFL teachers still lack confidence in their ability to implement critical media literacy (CML) instructions.…

Pandemics are always unexpected scenarios where the education system has to scuffle and survive. Most recently, the Coronavirus plague caused dramatic changes in t educational settings, most prominently shifting from face-to-face to virtual systems of learning and teaching. A positive side of this online teaching and learning process is that the…

The current study was planned to find out if the use of blended learning as a combination of face-to-face instruction and mobile-assisted language learning using WhatsApp contributed to the vocabulary learning and autonomy of Iranian EFL learners compared to the traditional method. To assess their English skills, PET was given to 80 homogenous…

In discourse-based teaching of the English language, there are three levels of analysis, text analysis, discourse analysis, and critical discourse analysis. Each level examines the effect of discourse-based teaching on students. This study employed Fairclough's Critical Discourse Analysis model in a qualitative phenomenological method. The study…

This exploratory Australian study tested a novel mobile-based language learning service intervention (via WhatsApp) called 'Chatloop' with 31 newly arrived migrants. This intervention was offered in tandem with the traditional Adult Migrant English Program (AMEP) classroom curriculum. A mixed methods approach was employed to trial the intervention…

Digital competence has become a crucial capability in the learning process, in the working place, and in personal communication. The aim of the article is to explore master students' perceptions of their digital competence by identifying frequency, expertise, and satisfaction in using information communication technologies (ICT) in their learning…

Although a range of studies has explored the effectiveness of group-dynamic assessment (G-DA) and process-based instruction (PBI) in second language (L2) learning, no study has compared the effects of G-DA and PBI on EFL learners' metacognitive awareness (MA) and listening comprehension (LC). Thus, this study aimed to explore the effects of G-DA…

Explicit knowledge of language is posited as a core component of language teachers' professional knowledge, as it impacts on their classroom practice, cognition and professional reflection. In response to a sociocultural turn in teacher education, this paper presents a sociocultural rationale for the implementation of an explicit-inductive…

Flow is an intrinsic motivational state associated with full task engagement, positive affect, and enhanced performance. While research has examined how different language tasks interact with flow experiences, no study has examined learner flow experiences in a wide range of tasks using an experience sampling method to determine how universal…

This study investigated the influence of teachers' experience with research-related activities on their current grammar teaching practice and research engagement for second language (L2) grammar instruction. Survey responses were collected from 701 Korean L2 English teachers and were analyzed with exploratory factor analyses and logistic…

This paper presents a study of EFL classroom talk with the focus on how teachers successfully encourage and elicit student dialogic talk through questioning. It is based on observation data from forty-nine classes involving eleven teaching staff in a university in central China. The findings reveal the difficulty of engaging students to be the…

Although measures of lexical complexity are well established for printed texts, there is currently no equivalent work for videos. This study, therefore, aims to investigate whether existing lexical complexity measures can be extended to predict second language (L2) learners' judgment of video difficulty. Using a corpus of 320 instructional videos,…