Main Editions
A Proposal for a CA-Integrated English Language Teacher Education Program in Turkey
This study proposes a comprehensive framework for a Conversation Analysis (CA) informed English language teacher education program in Turkey. By reviewing recent studies in CA, Critical Reflective Practice, Teacher Language Awareness and language teacher education in general; the author calls for a more effective language teacher education program and presents an applicable framework that aims to solve current problems in English language teacher education in Turkey.
Effective Peer Mentoring for EFL Pre-service Teachers’ Instructional Practicum Practice
roviding effective mentoring to pre-service teachers in their field-based practice continues to be a major challenge in teacher education programs because of limited supervision resources. Possible effective alternatives like peers learning from peers need to be explored.
Competition and Collaboration in Initial Teacher Education in TESOL: A Case of a Classic Double Bind
Recent research examined participant learning on internationally-available initial TESOL training courses leading to award of the Cambridge Certificate in English Language Teaching to Adults (CELTA). Qualitative methods, used to collect and analyze interview and questionnaire data from 95 participants in nine countries, led to the identification of critical issues related to participant learning.
Classroom Interaction in Story-Based Lessons with Young Learners
This study evaluated the innovative introduction of a story-based approach in EFL classrooms with young learners in Taiwan. This article presents the features of classroom interaction in the story-based lessons through detailed analyses of classroom discourse in a teacher-fronted classroom setting.
The New Role of English Language Teachers: Developing Students’ Critical Thinking in Hong Kong Secondary School Classrooms
In 1999, the critical thinking syllabus (CDC, 1999) was issued by the Curriculum Development Council to all junior secondary school English language teachers in Hong Kong. Different from the earlier curriculum guidelines, the recommendations highlight the importance of thinking in English language teaching and learning…
One Teacher’s Development as a Reflective Practitioner
Using qualitative case study methodology, this article explores a language teacher’s development as a reflective practitioner, while she was engaged on a three-year in-service BA (TESOL) programme in the Middle East. Data gained from observations and interviews reveal evidence of growth in her reflective qualities, skills and capacity to reflect critically, as she learned to solve teaching problems, drawing on public as well as personal theories.
Parameters of Language Teaching in the Context of High Schools of Iran: A Data-First Approach
Theory-first approaches to language teaching research assume that teaching is directed by factors internal to the teachers, i.e., teacher cognition. Along these lines, second language teacher education programs immerse language teachers in general concepts and principles of language teaching to remove their cognitive constraints.
Effects of Electronic Portfolios on EFL Oral Performance
Electronic portfolios (e-portfolios) refer to the online virtual spaces where students upload artifacts to document and showcase their learning processes. In the literature, some studies have examined the practice of this novel learning tool in L1 and L2 writing classrooms. However, few attempts have hitherto been invested to put to empirical test its impact on speaking skills.
The Impact of the Retelling Technique on Chinese Students’ English Reading Comprehension
Little research has been done on whether the retelling technique can enhance English comprehension among L2 readers. This study examined the impact of the retelling technique on English reading comprehension for 126 Chinese students from a Taiwanese university.
An Empirical Study of Reading Self-efficacy and the Use of Reading Strategies in the Chinese EFL Context
his empirical study was based on the background of reading instruction and research in the Chinese English as a Foreign Language (EFL) context. The study integrated reading self-efficacy from a motivational perspective with reading strategies from a cognitive perspective and explored the relationship between reading self-efficacy and the use of reading strategies.
