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ELT professionals are in a position to investigate methods and techniques that might be incorporated into language teacher education programmes to train teachers more effectively. Video is among the more popular techniques and forms a central component in ELT teacher education. However, there is little empirical evidence on why video is popular in the process of learning teaching. This qualitative study investigates the affordances and constraints of video-mediated microteaching from the perspective of ELT student teachers. The findings suggest that the affordances of incorporating video into microteaching outweigh its constraints. Student teachers acknowledged video as a resource that helped them recall their micro lessons, notice their actions, engage in critical reflection, and map their progression. The only constraint reported was feeling anxious at being recorded. These findings have implications for ELT teacher education programmes in other contexts.

Working memory (WM) as a key component of language aptitude has become a topical issue, with some going so far as to argue that WM can replace language aptitude. Research that specifically investigates the relationship between WM and language aptitude is rather limited. This study explores the determinants of language aptitude, with a focus on WM capacity. A total of 72 Turkish university students with advanced English proficiency participated in the study. The instruments used to measure WM capacity included a reading span task in L1 (Turkish) and L2 (English) and an operation span task in L1. Language aptitude was measured with a computerised aptitude test: the LLAMA. A correlation analysis revealed that WM capacity correlated with the language aptitude total score rather than language aptitude subcomponents, with the exception of grammatical inferencing. A principal component analysis further showed WM and language aptitude as separate constructs. In addition, two distinct factors emerged under...