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Boonmoh, Atipat; Kamsa-ard, Thiratchapon – TESL-EJ, 2023
Before the COVID-19 pandemic, pre-service English as a Foreign Language (EFL) teachers (PSTs) experienced various forms of teaching anxiety. However, during the pandemic, they likely encountered additional, different types of teaching anxiety, especially at the teaching practicum stage. This study investigated factors causing anxiety in these PSTs…
Descriptors: Preservice Teachers, Language Teachers, English (Second Language), Anxiety
Waluyo, Budi; Apridayani, Aisah; Arsyad, Safnil – TESL-EJ, 2023
"Writeabout" is a web-based application specialized in writing that enables the implementation of synchronous and asynchronous formative writing tasks and the provision of written and oral feedback. Nonetheless, empirical research on the effects of this software on students' learning outcomes is extremely scarce. Thus, this study…
Descriptors: Computer Software, Writing (Composition), Feedback (Response), English (Second Language)
Praditsorn, Pavirasa; Ulla, Mark B. – TESL-EJ, 2022
Integrating social media into classroom language teaching has been argued to be beneficial for both students and teachers. However, little is known about using two social media platforms in one online language class session, especially to support the teaching and learning process during the COVID19 transition to online teaching. This case study…
Descriptors: Online Courses, Second Language Learning, Second Language Instruction, Videoconferencing
Bremner, Nicholas – TESL-EJ, 2021
The concept of 'learner-centered education' (LCE) continues to be defined inconsistently across the literature, and very little research has examined LCE from the perspectives of the teachers themselves. This study addressed this gap by conducting a quantitative survey with 248 English language teachers. The study sought to examine 1) whether or…
Descriptors: Student Centered Learning, Teacher Attitudes, Language Teachers, English (Second Language)
Gilliland, Betsy; Tanaka, Jay; Schwartz, Bethany F.; Díez-Ortega, Maria – TESL-EJ, 2020
As TESOL programs evolve to meet the demands of a globalized world, teacher-learners benefit from gaining opportunities to practice teaching outside their home countries. This article reports on four researchers' analyses of the experiences of US graduate student teacher-learners participating in a two-month practicum in Thailand. The practicum…
Descriptors: Practicums, Study Abroad, English (Second Language), Graduate Students
Forman, Ross – TESL-EJ, 2015
We often hear from speakers of L2 that they "feel different" when communicating through the medium of an additional language. While there has been much exploration of L2-mediated identity development in naturalistic settings, there is very little conducted within the instructed learning environment of EFL. The present study explores how…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
Kanoksilapatham, Budsaba – TESL-EJ, 2014
The objectives of this study are to describe 147 Thai elementary school teachers' English pronunciation competence and to identify a teacher variable that has an impact on their pronunciation. The instrument used to collect data consisted of two parts: a questionnaire to elicit Thai teachers' personal information (i.e., seven variables in all),…
Descriptors: Elementary School Teachers, Pronunciation Instruction, Statistical Analysis, Second Language Learning
Dowling, Sean – TESL-EJ, 2013
Learner-generated content (LGC) has always been produced as part of the learning process; however, it often generally goes no further than the teacher. Research has shown that by exposing LGC to a wider audience, students are motivated to produce work of a higher quality. The process of publishing and sharing LGC also helps students develop key…
Descriptors: Electronic Publishing, Student Developed Materials, English (Second Language), Second Language Learning