Nowadays, the prevalence of ChatGPT and other Large Language Models (LLMs) has posed significant challenges into the education field, particularly in English education. In response, this study aimed to investigate the beliefs of 95 EFL university teachers from Chinese universities regarding the integration of LLMs in language education, as well as…

While much research is geared towards helping learners to think critically in language classrooms, scant attention has been paid to how language teachers learn to teach critical thinking (CT). To fill the gap, the present one-year qualitative case study investigated three EFL teachers' learning experiences in teaching CT in China. The findings…

This study explores the readiness of pre-service primary school teachers in Hong Kong to develop future-ready learners. Societal advances require the education sector to continuously update curricula to prepare young people for the future. Schools must equip students with the flexibility to use technologies that have not yet been invented and…

Previous studies have explored the roles of metacognitive instruction and collaborative writing, separately, in English writing. Little attention has been paid to students' writing complexity, accuracy, and fluency (CAF). The present study aims to bridge this gap through investigating integrated writing performances based on the linguistic…

Digital technology plays a crucial role in modern second/foreign language education. Enormous changes in technology and the growing emphasis on 21st century skills raise a concern about English as a foreign language (EFL) teachers' competencies in computer-assisted language learning (CALL) more than ever. In response to the mounting concern, this…

This study aims to explore the effects of incorporating metacognitive prompts into cooperative learning on students' academic writing and metacognitive awareness. In total, 150 tertiary-level learners were randomly and equally divided into three groups: a cooperative learning group with metacognitive instruction (EG), a metacognitive instruction…

Teacher education research continues to show a gulf between teaching practices advocated in teacher preparation and practices adopted by beginning teachers in schools. Informed by the sociocultural perspective on teacher learning that foregrounds the social origin of human cognition, this article reports a qualitative study to investigate the…

As an important variable in critical thinking instruction, teacher cognition has been emphasized in recent years, but there is relatively insufficient understanding of how Chinese pre-service teachers perceive the cultivation of critical thinking in teaching English as a foreign language (TEFL). From the perspective of Vygotsky's sociocultural…

Teachers in institutions of higher education have a very high degree of freedom when designing curricula. They make decisions on learning objectives, content, content organization, teaching arrangement, and assessment. Teachers' beliefs regarding curriculum design affect decision-making and planning processes, teaching approaches, and their…

This study explored the relationship between learners' perceptions of native and non-native English-speaking teachers' teaching competence and their motivation for learning English as a foreign language (EFL). Data were collected from 218 EFL learners in an intensive English programme in four universities in mainland China using two instruments:…

This paper reports a longitudinal case study exploring the identity construction of a novice English as a Foreign Language (EFL) teacher in Turkey. The study applies sociocultural and post-structural approaches to teacher education and identity formation. It traces the teacher's experiences of becoming and being a teacher drawing upon her…

This study implemented differentiated instruction (DI) featuring tiered tasks and heterogeneous grouping tasks in three mixed-level English classes at a military institution in Taiwan, a setting that is small, admits students with varying English proficiency levels, and is culturally cohesive. The end-of-semester student survey and interview show…

Australia has among the highest percentages of international English as an additional language background (EAL) university students worldwide and this is steadily increasing. These students contribute immensely to Australia's and the Asia-Pacific regional economy, research and cultural creativity. Despite this, EAL students face serious academic…

Formative assessment (FA) has been widely adopted in higher education instruction yet university teachers' use of FA is underexplored. In the Chinese context of teaching English writing to students who learn English as a foreign language (EFL), the use of FA is intriguing because of both the university students' generally poor English writing…

The purpose of this study is to examine which, and how, reflective practices as instructional strategies affect students' self-directed learning (SDL) competencies in second language university classes. To answer the research questions, an explanatory mixed-methods approach was used to extend quantitative research through qualitative research.…