Recent studies have explored how pronunciation teachers' knowledge, beliefs, and opinions about teaching influence their classroom practices. In addition, recent research has demonstrated the eff effectiveness of nonnative-speaking (NNS) teachers in pronunciation instruction. However, very little is known about the knowledge base that allows NNS…

This article draws from the concept of precarious employment to better understand the working conditions of teachers of adult English as an additional language (EAL) learners in Canada. I examine previously published research on the employment situations of this group of educators, drawing from data that have been gathered using interviews and…

Reflection is a crucial element in service-learning and having English as a second language (ESL) students create multimodal reflections on their service-learning experience helps them develop multiliteracies and results in learning that is authentic and meaningful as students engage in social discourse while they develop their academic language…

As the number of language instructors seeking to implement digital technologies in their teaching continues to grow, so does the need for direction with regard to making pedagogically sound decisions concerning digital tool use. One popular and useful guide for considering the educational potential of digital technologies has been Puentedura's…

Innovations in digital technologies have the potential to alter how people think, learn, communicate, and collaborate with others. Whereas changes in technology and its affordances have transformed social contexts and learning environments, instructors' beliefs about digital technologies and pedagogy can affect technology integration behaviours…

This study investigates how using a voice-based Asynchronous Technology-Mediated Communication framework (ATMC) can affect English for Academic Purposes (EAP) students' fluency, accuracy, and intelligibility. Research has highlighted the benefits of ATMC in improving various elements of spoken communication, but to date, its application to EAP…

This article reports on a study examining the extent to which pedagogical activities can affect students' cosmopolitan communicative competence (CCC) through online transnational encounters. A total of 58 students from a Hong Kong university and 25 students from an American university were divided into 25 transnational groups. They communicated…

Before second language writing (SLW) teachers' digital practices can be supported, their needs must first be understood. To accomplish effective technology-enhanced instruction, SLW teachers must blend their knowledge of composition theory, second language acquisition, and multimodal composition technologies. However, many teachers struggle to do…

In this article, we present the initial results of the first phase of our international Research Network, which sets out to revisit the current needs of language teachers in terms of training to achieve the integration of technology within their educational contexts. We focus on the type of needs and their order of priority from the viewpoint of…

Many learners, even those studying at universities in regions where the target language is spoken, lack opportunities for meaningful language use outside of the classroom. One avenue for learners to increase authentic target-language communication is online affinity spaces within social media platforms, where interactions with other users are…

In this article, we describe and evaluate a research utilization initiative designed to bridge the teaching English as a second language (TESL) research-practice gap by fostering the formation of and supporting professional learning communities (PLCs) in adult ESL instructional contexts. We review literature on teachers' professional reading,…

Although English language teaching professionals are committed to ongoing continuous professional development, economic and workload factors may impede their ability to attend a traditional 2-day annual conference. Teachers have turned to social media as an alternative approach to self-directed professional development. In particular, Twitter has…

Reflection is a key component of teacher quality assessment and a venue for professional development. Among many tools for teacher reflection, keeping blogs as a user-friendly, technology-enhanced tool has recently come to the forefront in teacher education. To contribute to the body of literature on the potentiality of blogs for teacher…

The study contributes to language teacher education research by emphasizing an English as a second language (ESL) teacher's learning through critical activity, which includes my attempts to change my pedagogical practices to provide more equitable educational opportunities for ESL students in the mainstream content classroom. Framed by Engeström's…

Using the concepts of identity and agency, this "Perspectives" article discusses my recent efforts of self-development when designing an identity-oriented Teaching English as a second language (TESL) teacher education course around teacher candidates' semester-long autoethnography writing assignment called "critical autoethnographic…