Sociocultural theory (SCT) is a powerful basis for exploring and guiding L2 (second/foreign language) learner development. For the most part, however, the focus of classroom SCT-L2 has been on single activities, for example, teacher mediation of learners' writing process or peer scaffolding. In this paper, we expand on these studies, building on…

There is growing consensus that the provision of Written Corrective Feedback (WCF) on second language (L2) writing is beneficial for long-term L2 development. Yet, while WCF may help improve linguistic accuracy, there is no evidence that it promotes the development of linguistic complexity. Further, WCF is also often laborious and time-consuming…

Research has underscored the separate role of output to promote processing instruction (PI) effects in language learning. Yet, there is a need to scrutinize the interplay between structured output (SO) and unstructured output (USO) within PI to understand how innovative combinations may enhance ultimate educational attainment. The present…

This study explored the application and effectiveness of Hemingway-based feedback in enhancing the academic writing skills and overall writing quality of Iranian EFL learners. Given the limited research on integrating digital tools into diverse educational contexts, the study aimed to: (1) examine the impact of the Hemingway app on EFL learners'…

This integrative review examined 38 published articles on the topic of formative assessment conducted in South Korean EFL settings, from 2014 to 2023. Despite strong interests in using quality formative assessments that are aimed at improving English learners' performance, no prior systematic analyses have been performed to date. To that end, this…

In view of the traditional teaching mode, this study focuses on the application of big data in personalized English teaching in colleges and universities. It aims at improving the teaching effect by using big data. By combining personalized teaching and big data theory, this paper analyzes the current situation of college English teaching,…

TESOL professionals have published extensively in the last two years about AI's benefits for teaching and learning English, with critique for the use of AI in TESOL mainly focusing on its implications for classrooms and schools. Using Paris and Alim's framework for culturally sustaining pedagogies (CSP), I argue that the outsized environmental…

This study seeks to determine the psychological immunity levels of English language teachers and the variables that may affect their psychological immunity. Rather similar to biological immunity, teacher immunity manifests itself in two broad forms: productive immunity and maladaptive immunity (Hiver, 2016). The study also aims to shed light on…

This study examines Korean L2 learners' production of English phonological contrasts (e.g., consonant-final versus vowel-final forms) that are absent in their L1. Twenty university students divided into high- and low-proficiency groups participated in the study. Their productions were analyzed for segmental accuracy and error patterns. Results…

In this article, three TESOL scholar-practitioners engage in a collaborative autoethnography, analyzing our intersectional professional experiences with native-speakerism and race. Our discussions center around native-speakerism, linguistic racism, and critical race theory. A counter-storytelling approach juxtaposes each of our encounters with…

Artificial intelligence (AI) tools are becoming increasingly widespread in EFL classrooms as many applications support students in various aspects of language learning. Consequently, many EFL teachers are adapting to and embracing AI as a practical aid in their teaching. This study investigates Myanmar EFL teachers' perceptions of AI writing…

This book gathers a collection of original contributions that chart emerging landscapes in 21st-century plurilingual education. The beating heart of the whole volume is bilingual and intercultural education, which has become a moral imperative for education systems worldwide. In an increasingly globalised world, citizens should ideally be equipped…

Teachers often hesitate to advocate for multilingual learners (MLs) beyond their classrooms due to insufficient training and a perceived lack of agency to influence systemic change. Previous instructional coaching models have typically focused on improving classroom practices rather than fostering broader advocacy, resulting in limited…

The influence of teachers on the acceptance of educational technologies has been largely highlighted in the literature. However, the way their interpersonal behaviours mediate students' acceptance and adoption of artificial intelligence (AI) technologies has received limited attention. To address the gap, this study drew on the technology…

The teaching of English as an additional language or dialect (EALD) in Australia has been problematised partly due to teachers' limited understanding of learners' linguistic and cultural backgrounds. The gap could be potentially bridged with the integration of intercultural pragmatics (IP). Adopting a qualitative case study approach, this study…