This qualitative Case Study explored Federal Democratic Republic of Ethiopia Technical and Vocational Training Institute English teachers' perceptions and practices of learner-centered approaches. Data were collected from interviews, a focus group discussion, and classroom observations involving 12 participants. Findings indicated positive views…

Background/purpose: This study provides a comparative review of mobile applications and traditional classroom methods in English vocabulary acquisition. It explores whether mobile-assisted vocabulary learning (MAVL) results in better retention, engagement, and productive vocabulary use among ESL learners. The study also aims to identify underlying…

Phrasal verbs present persistent challenges for second language (L2) learners due to their figurative meanings, multiple interpretations, and variable word order. This article reviews five strands of research that contribute to effective phrasal verb instruction: corpus-based studies, which identify what to teach, and four instructional…

Technology-mediated collaborative writing (CW) is a popular pedagogical approach in second language (L2) education. Research shows the potential benefits of co-authoring in pairs using digital devices in various areas. Given its reliance on various modes of communication, further research on the layers of modality could provide further insights…

This study investigates the impact of integrating the Production-Oriented Approach (POA) with mobile learning on learning outcomes, motivation, and satisfaction in the EFL context. The rationale is to improve learning effectiveness by integrating the POA's focus on real-world language use with the flexibility of mobile learning, addressing the…

The rapidly growing number of Nepali students in Japan represents a significant yet under-researched student population in international education research. This paper investigates Nepali students' motivations for educational mobility and experiences in Japanese language schools (nihongo gakko), key institutions for hosting international students.…

Epistemic agency is a significant factor in fostering teachers' innovation. Although previous research has highlighted the positive impact of epistemic agency on language teachers' knowledge creation, few studies have examined the role of this agency in navigating opportunities and challenges in an artificial intelligence (AI)-integrated context,…

While Formative assessment (FA) has been researched exponentially, little is known about FA practice from pre-service teacher to novice teacher and their implementation in real teaching context. The current study attempts to fill this gap by exploring how two novice EFL teachers implement FA activities in the Chinese K-12 context. Data were…

While there has been a growing interest in teachers' empathy within TESOL, the various dimensions of empathy remain less explored compared to other fields such as anthropology, medicine, and psychology. Guided by the theoretical framing of "teacher knowledge" (TK), this paper reports on one key theme from a doctoral study concerning how…

Chatbots with artificial intelligence (AI) capabilities, such as ChatGPT, are an important tool for language learning because they provide an interactive and adaptive learning environment that can be adjusted to each learner's level of skill. This paper explores the application of ChatGPT, an advanced AI-powered chatbot, as a tool for language…

Multimodality is an important component of the English as a Foreign Language (EFL) classroom. Among its myriad elements, one that has not been addressed in recent research is the importance of engaging in the creation of multimodal texts in EFL classes. This study investigates how adding lessons focused on the creation of multimodal texts in EFL…

As the world experiences drastic revolutions in technology usage, hyperconnectivity, and extreme political orientations, critical reflexivity in teacher education appears more crucial than ever. Particularly, it is extremely relevant to explore the ways in which teacher educators' individual identities intertwine with collective identities where…

L2 teacher boredom is a critical yet underexplored issue that significantly impacts teacher well-being and instructional quality, particularly in English as a foreign language (EFL) contexts. This study investigates the antecedents of L2 teacher boredom, as observed in EFL settings, and the strategies employed to mitigate its impact. Employing a…

Despite their use in the classroom remaining controversial, generative AI chatbots that utilize LLMs have revolutionized all aspects of learning, formal and informal, and are proving remarkably useful in a second-language setting even if not primarily designed for foreign language learning. Across the globe, students' and faculty members' written…

This report presents two attempts made to promote learner autonomy at a Sino-British university in China. The first is a flipped learning approach in a Common European Framework of Reference (CEFR) A1 level module, where approximately 600 students were enrolled. It was introduced to run the module effectively without reducing the number of groups…