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This qualitative case study explores how rural teachers in the Colombian periphery perceive and appropriate national bilingual policies. I drew theoretically on coloniality/decoloniality, bilingualism, and teacher agency and collected data through questionnaires and in-depth interviews from four self-contained rural elementary school teachers. Data were analysed through thematic analysis and thematic coding and yielded three research categories: (a) bilingual policies and teaching realities gap, (b) policies’ discourses and teacher identity interconnectedness, and (c) eclectic and collaborative teachers. The main findings suggest that teachers perceive bilingual education merely as English language teaching and that bilingual policies’ powerful discourses have influenced their identity negatively. Likewise, they acknowledge that the educational authorities’ expectations are distant from the rural realities, so theyrecur to various pedagogical strategies and collaborative work to teach English and address bilingual policies’ methodological shortcomings. However, these efforts suggest racialised/colonised perceptions and teaching practices that enforce global agendas and neglect local necessities. Hence, it is paramount that educational actors decolonise/deracialise bilingual policies by localising pedagogies and humanising bilingual education. [ABSTRACT FROM AUTHOR]

This study examines teachers’ and student-teachers’ conceptualisations of social justice in English language teaching (ELT), and their enactment of a social justice pedagogy in their ELT practices in state secondary schools in Argentina. Framed as collaborative action research, data types comprise interviews, classroom observations, and teaching artefacts such as lesson plans and teacher-made worksheets. Qualitative content analysis reveals that the participants’ understanding and enactment of social justice pedagogy was driven by the principle of relevance, thus making the practice of ELT highly context dependent, student-centred, and situated. The experience legitimated some of the teachers’ previous teaching experiences. However, it also brought about tensions among some of them as they attempted to address topics which were perceived as politically loaded and controversial. Such tensions led teachers to grapple with the principles of relevance and representation. The study characterises social justice pedagogy in ELT and includes implications for teacher education. [ABSTRACT FROM AUTHOR]

Online eikaiwa, or English conversations via teleconferencing platforms, is a popular informal English learning avenue among Japanese nationals. Although online eikaiwa has received scholarly attention in recent years, only a few studies have investigated the current diversification efforts in the industry in terms of hiring teachers from various ethnic and linguistic backgrounds. Using critical discourse analysis, this paper analyzed multimodal semiotic resources of texts, videos, and photos found on online eikaiwa companies' websites and student customers' reviews. The findings reveal that the diversification trend initiated by online eikaiwa schools supports everyday discourses that hierarchise unequal Englishes and reinforce native-speakerism. We also found that despite the ubiquity of native speaker bias, female teachers from the Philippines and Serbia are highly commodified because of the unequal social and gendered relations among teachers and student customers. Our analysis shows that male Japanese consumers engaged in conversations with female LX (Dewaele, J. M. 2018. "Why the Dichotomy 'L1 Versus LX User' is Better Than 'Native Versus non-Native Speaker'." Applied Linguistics 39 (2): 236–240) English speaking teachers (ESTs) not primarily for language development but for their desire and fetishes for female teachers. The paper ends by arguing that the inequities and gendered formations found in online eikaiwa intersect with pre-existing economic, historical, and political connections between Japan and the host countries of LX ESTs. [ABSTRACT FROM AUTHOR]

Language learning through online platforms is becoming increasingly popular. The technological affordances of YouTube provide a translanguaging space for learners and teachers alike to bring their different identities, experiences and histories and create a coordinated performance (Li 2011, "Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain." Journal of Pragmatics 43 (5): 1222–1235). Nevertheless, the existing literature on translanguaging space predominantly focuses on multilingual encounters in which language users draw on a repertoire of linguistic resources in making meaning, and more attention is needed to understand the role of translanguaging space in the light of the orchestration of different modalities (Zhu, Li, and Jankowicz-Pytel 2020, "Translanguaging and Embodied Teaching and Learning: Lessons from a Multilingual Karate Club in London." International Journal of Bilingual Education and Bilingualism 23 (1): 65–80). Drawing on two online English lessons and their comments, we focus on how the online teachers draw on different registers, styles of speaking and strategically orchestrating a range of multimodal resources to teach English vocabulary by means of role plays. We employed multimodal analysis and qualitative content analysis to unpack how two different yet interrelated translanguaging spaces are constructed in these online video classrooms. We argue that in such kind of digitally mediated learning setting, two translanguaging spaces are created: the 'interactional translanguaging space' and 'performative translanguaging space'. The study also offers some pedagogical implications to inform the future directions of developing teaching and learning materials in digital platforms. [ABSTRACT FROM AUTHOR]

This study aims to examine parents' views on parental involvement in preschool English language teaching. Today, as parents realize their roles, they have started to play a more active role in their children's educational process. In this period when children need their parents' support the most, parents need to turn this situation into an opportunity and contribute to their children's foreign language acquisition process. For this reason, this study examined the views of parents on their participation in this process in the preschool period, which is considered to be very important in terms of foreign language acquisition. It is predicted that this study will shed light on parents' thoughts about their participation in the preschool foreign language education process and will benefit the studies to be carried out to make English language teaching more effective in the preschool period. In this study, the case study design, one of the qualitative research designs, was used to obtain parents' views on their involvement in preschool English language teaching. A total of 15 parents, consisting of eight fathers and seven mothers, whose children received preschool English education in different schools in Afyonkarahisar province in Turkey, voluntarily participated in the study. In this study, the parents' opinions about their involvement in English language teaching were obtained through semi-structured interview forms. As a result of the study, it was found that although almost all the parents adopted the view that parental involvement was necessary when the situation of supporting their children's English learning at home was examined, it was found that they could not support their children in their English learning process due to limited time, insufficient English level, the view that school alone is sufficient and similar reasons. It is concluded that parents who thought that their English level was insufficient for their children's participation in the English language learning process, remained passive in this process and were not informed about how they could participate in the foreign language teaching process of their children. [ABSTRACT FROM AUTHOR]

AbstractArtificial intelligence (AI) tools are becoming increasingly prevalent in various fields, including foreign language education. Understanding foreign language students’ and teachers’ perceptions, experiences, ideas, and suggestions is crucial for effectively integrating these tools into language learning. To this end, this case study examines the perceptions of 14 English as a Foreign Language instructors and 13 students regarding the integration of ChatGPT in a foreign language school over a year. Data were collected through focus groups and one-to-one interviews and analyzed using reflexive thematic analysis. The findings suggest that generative AI chatbots can enhance language skills, offer diverse learning materials, and foster inclusiveness and equity in foreign language learning. However, concerns were raised about plagiarism and potential negative impacts on students’ cognitive skills. [ABSTRACT FROM AUTHOR]

Addressing an underappreciated research area, this study reports on how two English language teachers in a Turkish tertiary education context use a global coursebook. At the beginning of the study, a metaphor elicitation task and pre-study interviews were employed to detect the teachers' coursebook conceptualizations. Then, a total of 12 lessons were video-recorded and adaptations were identified using a research-informed framework developed for this study. The participants examined and evaluated their own practices in stimulated recall sessions, reflective conversations and journal writing. The study was concluded with post-study interviews. Data revealed that the teachers' instructional practice was driven by the coursebook to a large extent as they stuck to minor adaptations and followed the guidance given by the coursebook. Along with the institutional constraints, the teachers' practices were influenced by their own personal preferences, attempts to make coursebook tasks accessible to learners, lack of planning and the highly structured delivery of tasks in the coursebook. However, pedagogic considerations were not foregrounded by the teachers. The results of the study call for professional teacher development on coursebook utilization, coursebook-based instead of coursebook-led program planning alongside redesign of coursebooks as resources rather than instructions. [ABSTRACT FROM AUTHOR]

While a number of studies have documented the significant role of emotions and the emotion labor produced in English language teaching, research exploring English instructors' emotion labor in transnational higher education contexts such as international branch campuses (IBCs) and within Science, Technology, Engineering, and Math (STEM) programs is lacking. Arguably, these neoliberally-driven and educational neocolonialist endeavors can produce intense emotion labor for English instructors. This study employs a collaborative autoethnography (CAE) methodology to investigate what provoked emotion labor for expatriate instructors, who teach English courses to Qatari national students at an IBC in Qatar. Taking a poststructural approach to emotion labor as our theoretical framing, we collaboratively examined our emotion labor in audio-recorded weekly meetings and then engaged in further dialogues and writings about our emotion labor. We reflect on two themes that produced emotion labor as well as emotional capital for us: 1) navigating our purpose teaching English to engineering majors and 2) confronting our roles as English instructors within a context of educational neocolonialism. Our study adds to the knowledge base of English teachers' emotion labor in transnational and STEM spaces, while also showcasing CAE as a transformative methodology to explore language teachers' emotion labor. [ABSTRACT FROM AUTHOR]

School systems in North America have widely adopted social-emotional learning (SEL) to promote students' well-being and academic development over the last few decades. Despite the abundant evidence supporting the efficacy of content-specific, standalone SEL interventions, there is little knowledge about how to infuse SEL practices into regular academic curriculum or how to leverage SEL as a strategy for systemic improvement. The research is especially lacking among English learners, a rapidly growing population in U.S. schools. Literacy classrooms framed with an equity lens can play a pivotal role in shaping students to become critically reflective, deeply empathetic, and socially responsible individuals. This paper integrates a discussion of effective social-emotional curriculum and relevance of culturally responsive teaching. We propose a new pedagogical approach CULTURE that emphasises inclusive classroom practices. The goal is to create a meaningful and equitable classroom learning environment for English learners, where they could actively reflect on and integrate their worldviews, lived experiences, values, identities, strengths, and cultural assets into various aspects of their literacy development so that they could feel empowered to navigate their own social and emotional learning, and contribute to their schools and communities. [ABSTRACT FROM AUTHOR]

Given recent study abroad trends, Latin America (LATAM) offers untapped potential to contribute to U.S. campus internationalization. To diversify student populations and increase enrollment from LATAM, stakeholders should consider the language, academic, and cultural experiences of LATAM students admitted to U.S. graduate schools. This study bridges the gap between higher education institutions and potential students. To do so, mixed methods were employed to analyze the following: (1) responses to a 67-question survey completed by LATAM graduate students (n = 126) studying abroad at a large public R1 university in the Midwest, (2) TOEFL scores, and (3) transcripts of 13 follow-up interviews about academic, cultural, and socioeconomic backgrounds. Results underscore the importance of effective English language instruction during college years to help students meet graduate school admission scores, especially in cases where K-12 English language training was inadequate. The study considers the extent to which participants became part of a community of practice, characterized by attributes such as language proficiency, high levels of achievement, and personal investment in education. [ABSTRACT FROM AUTHOR]

This qualitative study captured the reflections of 53 English language teachers from 40 different contexts including Bangladesh, Colombia, France, India, Scotland, Taiwan, Türkiye and the United Kingdom on teaching English during the times of COVID‐19 and its post‐effects on their practices. Data were collected through an online form consisting of three stems and the participants were asked to create similes about teaching English before, during and after the pandemic. By conducting thematic analysis, images created for each phase were categorized under occupational well‐being, digital transformation, transactional distance, gap of communication and social isolation. Teachers pointed out work overload, lack of administrational support, instructions' not making sense, decreasing level of participation, dropouts, loss of student–teacher interaction and isolation as the drawbacks of the process along with the possibility of digital transformation ahead of their profession. [ABSTRACT FROM AUTHOR]

Copyright of English Teaching & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Afyon Kocatepe University Journal of Social Sciences / Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi is the property of Afyon Kocatepe University (AKU) Sosyal Bilimler Enstitusu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This quasi-experimental research aimed to describe the syllabus design process using the backward design model and its features to determine the teacher candidates' perceptions of its application in the English Skills Development course. To achieve these objectives, the syllabus based on the BDM was designed before starting the course; after that, it was applied to sixteen students enrolled in a teacher preparation program at a Hungarian university in Budapest. At the end of the course, the participants developed sixteen final projects related to the main topic of the course, teaching English as a Foreign Language in Hungary and following the Goal, Role, Audience, Situation, Product, Standard (GRASPS) framework to conduct authentic performance tasks. This research method involves collecting data through written reflections, focus-group interviews and content analysis of the conducted performance tasks. The results show that BDM and authentic performance tasks can be used as a coherent, organized, and flexible syllabus design that supports EFL students by providing differentiated instruction to foster their English skills, creativity, problem-solving and critical thinking skills, long life and autonomous learning, and digital competencies. Furthermore, the results of the study make an essential contribution to the context of EFL by suggesting that planning the syllabus based on the BDM creates strong connections between course objectives, assessment, content, teaching strategies, and technology, thereby offering a practical framework for educators to enhance their teaching practices in the digital age. [ABSTRACT FROM AUTHOR]

Teaching poetry in Senior High School English poses challenges due to its abstract nature. This study explores strategies and issues teachers encounter using Boholano poems through a descriptive qualitative approach. While contextualization in teaching exists, it's limited to two materials, hindering comprehensive engagement. Students, especially those with reading difficulties, face difficulty deciphering poetic language, impacting their learning. Collaborative and reflective strategies are crucial in enhancing student engagement and understanding. Recommendations include diversifying materials and providing support for learners with reading difficulties. A developed pedagogical framework emphasizes the importance of relevant professional development for teachers. This study underscores the need for engaging students in group work and reflection to foster critical thinking and analysis in learning Boholano poems. Future research could focus on expanding contextualization efforts and exploring innovative teaching approaches to further enhance student learning outcomes in poetry instruction. [ABSTRACT FROM AUTHOR]

This mixed-methods study investigated Chinese tertiary-level students' perceptions of different English accents existing in mainland China. Also examined were their perception changes and factors that contributed to their perception changes. An electronic questionnaire survey was employed to investigate the general trend and the possible correlations and differences in the participants' perceptions of different English accents. Follow-up interviews and diary studies were conducted to examine the participants' perception changes and the contributing factors. The main findings show that the participants were inclined to accord privileged status to Inner Circle English accents, whereas their perceptions of Outer Circle and Expanding Circle English accents tended to remain unfavourable. Their perceptions were found to be under the substantial influence of the ongoing exonormative English education, English language assessment system and employment requirements. We also found that the explicit instruction of the development of English and the frequent cross-cultural communication were likely to engender changes in the participants' language beliefs and perceptions of different English accent varieties. [ABSTRACT FROM AUTHOR]

In recent decades, gender-fair language (GFL) has drawn considerable attention in educational settings. The field of English language teaching (ELT) likewise has contributed to this development, with gender issues receiving significant focus. The current study adds to this evolving conversation by investigating ELT practitioners' perspectives on using the third-person singular pronoun they in academic writing (AW). This area has received little attention in the literature on gender diversity in ELT, particularly in restrictive and conservative societies such as the Philippines. Using a survey with 64 English language teachers from Philippine universities, 15 of whom participated in follow-up email interviews, the study explores what these teachers think about using singular they in AW. The study likewise examines the ways these teachers include the use of singular they in their AW teaching practice. The findings demonstrate that the teachers have positive views on using singular they in AW and, in fact, find it necessary for promoting gender inclusivity and equality. However, some teachers also report their own traditional, conservative knowledge and beliefs, and possible resistance from stakeholders as challenges that need to be faced when integrating singular they in AW as a component of GFL practice. Sa nakalipas na mga dekada, ang 'gender-fair language' (GFL) ay nakakuha ng malaking atensyon sa mga espasyo ng pagtuturo. Nakapag-ambag din sa debelopment nito ang larang ng pagtuturo ng wikang Ingles o English language teaching (ELT), kung saan karamihan ay nagtuon sa isyu ng kasarian. Ang kasalukuyang pag-aaral ay paglahok sa nabanggit na yumayabong na talastasan, sa pamamagitan ng pagsiyasat sa perspektiba ng mga praktisyoner ng ELT sa paggamit ng panghalip pang-isahan na nasa ikatlong panauhan na they sa akademikong pagsulat o 'academic writing' (AW). Batay sa mga literatura hinggil sa 'gender diversity' sa ELT, kakaunti pa ang nagsagawa ng pag-aaral sa erya na ito, partikular na sa mga mahihigpit at konserbatibong lipunan tulad ng Pilipinas. Sa pagsasagawa ng sarbey sa 64 na guro ng wikang Ingles mula sa mga unibersidad sa Pilipinas, kung saan 15 sa kanila ay lumahok sa follow-up na interbyu sa email, sinisiyasat ng pag-aaral kung ano ang pagtingin ng mga guro sa paggamit ng pang-isahang they sa AW. Sinusuri din sa pag-aaral ang pamamaraan ng mga guro sa kung paano isinasama sa pagtuturo ng AW ang paggamit ng pang-isahang they. Natuklasan sa pag-aaral na mayroong positibong pananaw ang mga guro sa paggamit ng pang-isahang they sa AW at, sa katunayan, nakita nila ang pangangailangan nito sa pagsusulong ng 'gender inclusivity' at 'equality.' Gayunman, ilan sa mga guro ay ibinahagi rin ang kanilang sariling tradisyonal, konserbatibong kaalaman at mga paniniwala, at ang posibilidad ng resistans mula sa mga stakeholder bilang hamon na kailangan harapin kapag isinama ang pang-isahang they sa AW bilang bahagi ng praktika ng GFL. PLAIN LANGUAGE SUMMARY: Gender-fair language (GFL) has sparked interest in schools during the last few decades, and issues concerning the use of GFL have been emphasized in English language teaching (ELT). This study investigates ELT teachers' perspectives on utilizing the third-person singular pronoun they in academic writing (AW), an area in the literature that has received little attention, particularly in conservative countries such as the Philippines. The current study looks specifically at what these teachers believe about using singular they in AW and how they incorporate it into their AW teaching practice. The findings indicate that the teachers favor the use of singular they in AW to promote gender equality and inclusivity. When introducing singular they in AW as part of GFL practice, however, some teachers identify their own conservative knowledge and values, as well as stakeholder resistance, as barriers. [ABSTRACT FROM AUTHOR]

Engaging and maintaining young learners’ attention spans with songs has been a common technique in the teaching of English. However, looking for suitable and perfect songs on the internet has always been difficult and takes much time for those teachers who want to include music in their classes. Now, this challenge is made easier by SUNO, a generative AI that creates songs quickly and effectively. Nevertheless, like any other technology, SUNO is not flawless AI. There are some downsides associated with SUNO as well. For example, the quality of the songs depends on the prompt it receives. Moreover, its operation relies on an uninterrupted connection to the internet which might not be available at certain institutions such as rural areas. [ABSTRACT FROM AUTHOR]

Numerous researchers have developed technological pedagogical content knowledge (TPACK) instruments for English language teaching; however, a valid and reliable instrument to unbox the primary English language teacher's TPACK profile from graduates of the primary school teacher education study program does not yet exist. Consequently, this study aimed to design and validate a questionnaire to unbox the primary English language teacher's TPACK profile. This study used a mixed-methods approach. First, qualitative methods were employed to verify and validate the content of each construct. The items were generated through experts' and a primary English teacher's reviews. As a quantitative method, the questionnaire was then validated through explanatory factor analysis (EFA). The result of EFA yielded a comprehensive set of 40 items: technological knowledge (TK) section (consisting of 5 items), content knowledge (CK) section (consisting of 6 items), pedagogical knowledge (PK) section (consisting of 6 items), pedagogical content knowledge (PCK) section (consisting of 5 items), technological content knowledge (TCK) section (consisting of 5 items), technological pedagogical knowledge (TPK) section (consisting of 7 items), and TPACK section (consisting of 5 items). The reliability coefficients of each construct were acceptable. In conclusion, the study obtained a fruitful questionnaire for unboxing the primary English language teacher's TPACK profile. [ABSTRACT FROM AUTHOR]

English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the sociocultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts. [ABSTRACT FROM AUTHOR]

The number of the multilingual speakers all over the world has been increasing steadily, which calls for closer analyses of multilingualism as a phenomenon. The current study aims at investigating multilingual speakers' spoken and written English productions in formal and informal contexts within the boundaries of social context of migration. As for the purposes of the study, data coming from four groups in Germany and the US (32 participants and 24 speakers from RUEG corpus, 56 people in total) via data collection tools such as Language Situations (Wiese 2018), Linguistic Background Questionnaire and c-tests were analyzed both qualitatively and quantitatively. The results were divergent. The comparison of -ing use only revealed that the acquisition of the progressive marker in L3? English differs in Germany and the US while -ing use in total Communication Units (henceforth CU) ratio signaled some cross-linguistic effects. However, there was no difference in within group comparisons obscuring multilingual-monolingual dichotomy within both Germany and the US. Also, task modality and registers were found to have a prominent effect on L3 patterns of English progressive morpheme -ing. [ABSTRACT FROM AUTHOR]

The development of Global Citizenship Education (GCE) in China has spurred some transitions in cultural education related to English curriculum development. Notwithstanding researchers have discussed cultural education in the field of English language teaching, there is still a dearth of study in Chinese academia about the diachronic analysis of cultural education with reference to GCE in the National English Curriculum Standards (NECS). To fill the gap, a qualitative study was conducted to examine the extent to which Chinese NECS considers the impact of GCE with regard to cultural education, and how cultural education has transitioned between two NECS during the past decade through qualitative content analysis of themes including orientation of cultural education, Chinese cultural education, global cultural education, transcultural education, and cultural education of English-speaking countries. The findings reveal that critical GCE has not been sufficiently taken into account in NECS, while some transitions associated with inclusivity and diversity were identified regarding cultural education in the new curriculum, which could provide implications for English curriculum development and teachers' practices towards more flexible, dynamic and fluid transcultural communications. [ABSTRACT FROM AUTHOR]

Employing a mixed-method (quantitative-qualitative) research design that involved random assignment and purposive selection, this study delved into the effect of the Technological, Pedagogical, and Content Knowledge (TPACK) Model on the Academic Performance in English of Grade 11 students and the challenges of its use as assessed by the teachers. The qualitative data collected from the interview were translated, coded, categorized, and given specific themes. Results from the experimentation divulged that the group exposed to the TPACK had more students who got passing grades. Hence, the TPACK model showed promising chances of improving students' academic performance. Four themes emerged concerning the challenges of the use of the TPACK Model as assessed by the teachers namely: Connectivity/Internet Issues and Unavailability of Facilities, Students' Limited Knowledge of the Technology and Unavailability of Devices, Teacher's Limited Knowledge of the Technology, and Teacher's Interest/Time and Age. Lastly, findings showed a significant difference in students' academic performance in English, particularly in the experimental group exposed to the TPACK. Hence, it was noted that the TPACK model can help teachers teach English and other learning areas to improve students' academic performance. To this effect, the TPACK model is recommended in teaching English and other learning areas to supplement and enhance teaching methodologies. In achieving technology's significant role in teaching and learning, support facilities and development programs for teachers' capacity building and upskilling that will improve technology integration were humbly suggested. [ABSTRACT FROM AUTHOR]

English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity. However, English learners face many challenges in gaining English language skills. Extant studies show that AI has affordances to support in English language teaching and learning ELT/L. This study answers the call to examine specific challenges and affordances for using AI in ELT/L. A systematic review method was used with PRISMA principles to identify 42 studies. Findings reveal the geographical locations of studies, learner ages and years of study. Grounded coding was then used to identify affordances of the use of AI in ELT/L in the areas of speaking, writing, reading, pedagogy and self‐regulation. AI in ELT/L challenges uncovered were technology breakdowns, limited capabilities, fear and standardising language. Policymakers, funders, practitioners and educational leaders can use the information provided in this study to gain a holistic understanding of the current trend in the use of AI in ELT/L, and practical implications are provided to guide future use of AI. Practitioner notesWhat is already known about this topic English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity.Empirical evidence shows that pupils can often face difficulties when learning English, with challenges such as irregularity in English spelling.AI has supported language teaching and learning with studies showing that AI can support language‐specific skills.What this paper adds Provides the scholarly community with a unique systematic review in the use of AI in ELT/L across learner levels.Identifies affordances of AI in ELT/L in speaking, writing, reading, pedagogy and self‐regulation.Identifies challenges of AI in ELT/L in technology breakdowns, limited capabilities, fear and standardising language.Provides researchers with a review of the field with identification of gaps and future research opportunities.Implications for practice and/or policy Provides practical implications from the findings for educators, policy makers and program designers.Highlights the gaps in academic knowledge as a lack in the use of AI for assessment in ELT/L. [ABSTRACT FROM AUTHOR]

While motivation has been recognized as a key catalyst for the uptake of self-initiated professional development (PD), motivational changes that occur in the course of self-initiated PD practices remain unexplored in English Language Teaching (ELT) contexts and beyond. Yet this research area warrants closer attention since motivation is a dynamic construct displaying nonlinear trajectories over multiple timescales. The exploratory single-case study reported here aims to tackle changes in motivation and the sources of these changes as reported by an English-as-a-foreign-language (EFL) teacher trainee who engaged in ELT assistantship in a real classroom as a self-driven PD activity over four months in Turkey. Drawing on data from self-ratings of perceived motivational intensity, journal entries, and semi-structured interviews, the analyses showed that the focal participant's motivational development manifested a constantly evolving pattern with temporal ups and downs, fluctuating in response to a complex array of individual and contextual factors such as shifting self-efficacy beliefs, display of coping efforts, perceived success/failure of the lessons, and group dynamics in the classroom. Implications for facilitating (trainee) teachers' sustainable engagement in self-directed learning are discussed. [ABSTRACT FROM AUTHOR]

This quasi-experimental research aimed to describe the syllabus design process using the backward design model and its features to determine the teacher candidates’ perceptions of its application in the English Skills Development course. To achieve these objectives, the syllabus based on the BDM was designed before starting the course; after that, it was applied to sixteen students enrolled in a teacher preparation program at a Hungarian university in Budapest. At the end of the course, the participants developed sixteen final projects related to the main topic of the course, teaching English as a Foreign Language in Hungary and following the Goal, Role, Audience, Situation, Product, Standard (GRASPS) framework to conduct authentic performance tasks. This research method involves collecting data through written reflections, focus-group interviews and content analysis of the conducted performance tasks. The results show that BDM and authentic performance tasks can be used as a coherent, organized, and flexible syllabus design that supports EFL students by providing differentiated instruction to foster their English skills, creativity, problem-solving and critical thinking skills, long life and autonomous learning, and digital competencies. Furthermore, the results of the study make an essential contribution to the context of EFL by suggesting that planning the syllabus based on the BDM creates strong connections between course objectives, assessment, content, teaching strategies, and technology, thereby offering a practical framework for educators to enhance their teaching practices in the digital age.

In the globalization era, intercultural awareness has become increasingly important alongside English language proficiency. This study investigates how an 8-week intervention, featuring online interaction-based speaking tasks, influenced students' intercultural awareness levels. The study conducted at a prep school within a state university in Turkey utilized the Intercultural Awareness Questionnaire, focus-group interviews, and observations with 11 students. Quantitative data analysis was done with paired samples t-test, while qualitative data underwent thematic analysis. The pretest revealed a lack of fully developed practice-oriented intercultural awareness levels among participants, whereas post-test findings indicated development of more complex elements throughout the intervention. Moreover, the outcomes of the paired samples t-test showed notable enhancement in Intercultural Knowledge, Skills, Sensitivity, and Interaction dimensions in the post-intervention. However, no significant change was noted in Intercultural Interest. Overall, the study underscores the efficacy of interaction-based speaking tasks in enriching intercultural awareness through exposure to diverse cultures.

The era of AI-generated content has introduced a profound transformation in the realms of creativity, authorship, and intellectual property rights. This study examined two research aspects. Firstly, it explored the impact of AI- English language-generated content on the traditional boundaries of authorship, creativity, and intellectual property rights. Secondly, it investigated the ethical and legal challenges associated with AI's influence on TEFL content generation and how the academic communities address these concerns. The research team employed a mixed-methods approach. Twenty-Eight individuals, organizations, and professionals made up the target population of the current study. The researchers interviewed experts in the fields of AI, law, and English language material development. The researchers analyzed real-world cases of AI-TEFL generated content usage, particularly within academic settings. The findings revealed that AI-generated content challenges conventional notions of authorship and creativity by introducing autonomous AI creators while also augmenting human creativity. The ambiguous landscape of intellectual property rights necessitates adaptive legal frameworks. While AI challenges established norms, it also offers opportunities for collaboration and inspiration. To address these issues, collaborative frameworks, ethical guidelines, and transparency were proposed as integral solutions. Respondents emphasize collaborative efforts to address the ethical and legal concerns associated with AI's influence on content generation within the academic communities. The implications extend to various sectors, including academia, creative industries, and legal systems. This study underscores the pressing need for a delicate balance between AI's creative potential and the preservation of ethical and legal standards in the evolving landscape of content creation.

This study intends to explore the leverage of technology devices and their impact on the digital natives’ experiences in enhancing EFL learning using Mobile-Assested Language Learning (MALL). Pointedly, (1) how digital natives’ attitudes toward technology influence their use of smartphones for EFL learning, and (2) the effectiveness of MALL activities in boosting English skills. Then, this research uses a narrative inquiry research design with in-depth interviews of six English teachers in various grades. By using thematic analysis revealed that digital natives enjoy the interactive nature of MALL activities and concern arose regarding their potential dependence on personal devices. The findings have been obtained to answer the questions that have been desired. (1) digital natives look to enjoy with MALL procedures; it narrates with digital natives’ interest and, (2) Mobile-Assisted Language Learning (MALL) offers digital natives particularly to access web-based learning and online learning courses. These provide audio-visual presentations that are helpful for digital natives to supercharge their English competencies with various activities. These findings ensure that Mobile-Assisted Language Learning (MALL) is a valuable potential tool in EFL classrooms, but careful attention to consideration for fostering responsible technology use in addressing potential distractions.

Pronunciation, a skill often overlooked in language instruction, has historically yielded suboptimal results. Language learners must understand phonological and phonetic principles, as well as cognitive patterns, which are integral to the learning process. The cognitive phonological approach posits that phonological and structural categories are influenced by both cognitive processes and phonetic-linguistic factors. These categories can be enhanced with data-driven statistical features and require immersion in a linguistic environment to be refined and fortified. As learners progress, phonological categories become intertwined with the formation of internal linguistic structures, and the expansion of mental vocabulary contributes to phonological growth. Recognizing that phonetic and lexical errors are inherent in learning, it is imperative to address language-specific errors stemming from an unfamiliarity with the phonological structure of the second language and from established language habits. Consequently, employing a cognitive approach to scrutinize phonetic errors is not only motivational but also essential for elucidating the phonological, phonetic, and phonological systems of the target language in the post-sensory phase for learners. This study seeks to probe the underlying causes of phonetic errors and to offer an effective strategy, grounded in a cognitive framework, for rectifying such errors in language learners. The research, of a descriptive-inferential nature, was carried out among 80 students at both the undergraduate and graduate levels from the University of Applied Science and Technology in Tehran. Data analysis was conducted through field study methods, utilizing SPSS software. The findings suggest that, in light of Fraser's cognitive framework (2010), implementing a conceptual approach within a real-world context, based on meaningful communication, can significantly aid in ameliorating phonetic and pronunciation errors. This approach proves beneficial not only during the critical period of language acquisition in childhood but also throughout adulthood.

The first article details an endeavour to answer the call for all educators to promote sustainability. Brock’s paper outlines a teacher education sequence in an English course at a Swedish university. The four activities illustrated aimed for sustainability competence through picturebooks.

This report describes a study conducted in a 9th grade English class, which addresses how literary texts about the First World War opened spaces for the life skills of critical thinking and empathy in an English language classroom in a lower secondary school in Norway.

This research examines classroom methodologies aligned with the communicative approach, gauging the perspectives of English teachers working within vocational high schools (VHSs). The study, employing a qualitative case study research design, engaged 10 teachers from diverse backgrounds. The participants volunteered for the study and were selected through a maximum diversity sampling technique, a purposeful sampling method. The research methodology encompassed data collection through interviews, observations, and document analysis. Content analysis was applied to scrutinize interview data, whereas observational and document‐based findings were subjected to descriptive analysis techniques. The study revealed a prevalent utilization of teacher‐controlled activities and a predominant teacher‐centric classroom layout among teachers. Notably, a considerable proportion of in‐class time was allocated to grammar instruction, whereas comparatively lesser emphasis was placed on fostering reading, speaking, writing, and listening skills. Moreover, it was found that multiple‐choice tests and alternative assessment formats such as performance evaluations and projects were exclusively employed; using other alternative assessment approaches like observations, interviews, learning diaries, and portfolios was rare. It is also found that English instruction in VHSs heavily relies on textbooks, supplemented by the occasional integration of audiovisual materials. Overall, teachers expressed a consensus that there exists a need for enhancement in curricular frameworks, teaching aids, as well as assessment and evaluation tools within the English instruction domain. Practitioner points: There is a preference for teacher‐controlled activities and a prevalent teacher‐class dynamic in classrooms.Grammar teaching takes precedence in in‐class activities, leaving limited time for enhancing reading, speaking, writing, and listening skills.All teachers use traditional assessment tools, neglecting alternative methods like observations and interviews. [ABSTRACT FROM AUTHOR]

The ideology of native speakerism and its effects on the professional lives of 'native' and 'non-native speakers' in English language teaching (ELT) have been widely documented. Nevertheless, little is known about the impact native speakerism might have on the selection of plenary speakers for ELT conferences. Hence, through the analysis of plenary line-ups of seven conferences in the EU and interviews with their organisers, this study aimed to explore whether 'native' and 'non-native speakers' were represented equally as plenary speakers. The results show that overall only 25 per cent of the 416 analysed plenary speaker line-ups were given by 'non-native speakers'. At some conferences, over 80 per cent of all plenary speakers were 'native speakers'. Apart from one conference organiser who highlighted that steps had been taken to ensure a more equal balance of speakers, the other organisers seemed not to place much importance on equal balance of 'native' and 'non-native speakers' when inviting plenary speakers, preferring a 'colourblind' approach. This study suggests native-speakerism impacts the choice of plenary speakers at certain ELT conferences, and that conscious efforts must be made to alter this balance. [ABSTRACT FROM AUTHOR]

In Iran's higher education English language teaching (ELT) context, we explored the moral nuances embedded in two conversation courses offered to undergraduate students majoring in English Literature at one of the branches of the Islamic Azad University (IAU) in Tehran. We collected data through classroom observations, field notes, and semi-structured individual and focus group interviews. Our content analysis revealed a range of moral values embedded in significant incidents, which we categorized into five themes: (a) relations, (b) rules and regulations, (c) assessment, (d) curricular substructure, and (I) culture. These themes were further subcategorized into more specific concepts that emerged from our data. We selectively focused on two subthemes, Class Initiation and Turn Taking, as well as the main theme of Assessment, as these were the most morally loaded, with a higher frequency of moral values extracted from related class episodes compared to other categories. This selection allowed for a deeper exploration of the complexities and nuances within these themes, providing further support on the role of ELT teachers as moral exemplars for their students. [ABSTRACT FROM AUTHOR]

The national 'Competence for Quality' in-service programme in Norway aims to enhance the subject knowledge and instructional competences of primary and secondary school teachers across subjects. The programme is evaluated annually through a teacher survey which, however, does not capture in depth how the programme impacts on participants. This study tracked four primary school teachers of English over 26 months and found that the in-service course they completed had positive effects on their confidence to speak English in class and their oral fluency, though a reduction in the accuracy of their classroom English was also noted. Variable but positive changes in teachers' classroom practices during the course were noted too. Overall, the study highlights links between teacher knowledge, teacher confidence and teacher change, provides insight into how professional development impacts on these dimensions of teaching, and illustrates how case studies can complement quantitative evaluations of in-service programmes for teachers. [ABSTRACT FROM AUTHOR]

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In recent years, English-language voluntourism (EVT) has grown in popularity, with many conceptualizing it as a form of cultural exchange between English speaking volunteers and members of a non-English speaking host community. This article explores relationships between and within volunteers and host groups of an EVT program in Lima, Peru. Using a postcolonial analytical framework, we explore how bringing together voluntourists and members of host communities from different socioeconomic backgrounds can reinforce inequality and difference between groups, even when framed as a "cultural exchange." Presenting the idea of "worlds within worlds," we argue that EVT, and the diffusion of English as a foreign "world" language, underscore an unequal and postcolonial dynamic between actors and the "worlds" from which they originate, both internationally and intra-nationally. In this way, EVT as cultural exchange creates a microcosm for maintaining wider systemic structures and inequalities. [ABSTRACT FROM AUTHOR]

This article investigates the attitudes of Omani B. Ed. students towards various aspects of pronunciation pedagogy. Employing a mixed-methods approach, the study captures students' preferences for pronunciation instruction methods, their attitudes towards different English accents, the role of technology in pronunciation learning, and the influence of extracurricular exposure to English. The findings reveal a strong preference for instructor-led methodologies, the use of technology, and a focus on communicative competence. Additionally, the study highlights a preference for Received Pronunciation among students, while views on American and International accents are polarised, reflecting the complex interplay of cultural, educational, and personal factors in accent choice. The research also underscores the significant role of extracurricular exposure to English in shaping students' attitudes towards pronunciation learning and correction. The study's insights have profound implications for curriculum design and teaching methodologies in English language teaching in Oman, emphasising the need for pedagogical approaches that are responsive to students' diverse linguistic backgrounds and experiences. [ABSTRACT FROM AUTHOR]

In the age of Anthropocene, we problematize the multitudes of affordances of humanism that we are ultimately entwined by and within. Education is a discipline that always placed predominance to the human centredness ignoring several non-human and non-living objects that also form a part of teaching and learning. However, the humanistic notions of hierarchies have undergone radical changes. The locus in a classroom is no longer regulated by teachers and in a multicultural, multilingual classroom, the interaction between teacher, learners, materials and methods are evolving continually redefining the power relations. This essay highlights how every assemblage (an assemblage being a random clubbing of several human and non-human elements) is unique and in a state of flux to act and react with various human and non-human elements within/outside classroom territories. Designed as an autoethnographic study, by analysing the major tenets of posthumanism and by connecting them with English language education, this article argues for a posthuman turn in English language teaching and learning by examining the research diary entries of the author to identify how the entanglement of affect, rhizome and assemblage results in deterritorialization. Episodes and anecdotes from an ESOL (English for Speakers of Other Languages) teaching context in England serve as primary data. This autoethnographic study reveals the agential assemblages in the classrooms which problematize the singular agency of the teacher as the reservoir of knowledge and discusses how the power structure in the classroom is altered when learners and their affective assemblages influence the teacher and the very practice of teaching. [ABSTRACT FROM AUTHOR]

Considering the uncontested global status of English today, overt and covert policies of English language teaching (ELT) have shaped a significant area of broader national language (education) policies. In this study we investigated nine major national policy documents to portray the overall official ELT policies in Iran. The documents were explored through qualitative content analysis in search of manifest statements and conceptual categories that provided educational policy directions. Adopting a view of policy as discourse, we coded statements directly related to ELT and those related to language education, as well as generic statements about all subject areas, which were interpreted to include the teaching and learning of English. The discursive climate of the overall official Iranian ELT policy appeared to be mainly shaped by policy directions focusing on Islamic values, Iranian Revolutionism, and character and morality, along with some language-teaching specifics. The findings may indicate that beyond issues of policy incompleteness, the Iranian official ELT policy may be suffering from policy indeterminacy. We argue that in contexts like Iran, more coherent ELT policies may be needed to account for both the ideological nature of English and its practical applicability in the world today. [ABSTRACT FROM AUTHOR]

The basic skills required for learning a foreign language are listening, reading, writing, speaking and translation. For a long time, most English teaching has been based on the lecture method, and students' thinking has been severely restricted, seriously hindering the development of their subjective initiative. With the continuous improvement and development of educational teaching theories and the rapid progress of science and technology, the combination of the two has continued to play a role in teaching. From the initial electronic courseware to teaching software, to independent learning platforms, all reflect the profound influence of technology on education. This article focuses on the application of modern technology in English language teaching, comparing cloud-based teaching aid platforms with computer-assisted learning software, and demonstrating both theoretically and practically. This paper compares cloud computing-based teaching aids with computer-assisted learning software and demonstrates the positive effects of cloud computing in English teaching from both theoretical and practical perspectives. The emergence of cloud computing has opened up a new path for teaching to try out. It is believed that with the continuous improvement of technology and research, cloud computing plays a greater and more important role in the field of education and teaching. [ABSTRACT FROM AUTHOR]

AbstractAbstract (in Turkish)\nPLAIN LANGUAGE SUMMARYStudent engagement research in the field of English language teaching (ELT) has substantially increased in recent years. However, there is a research gap concerning the up-to-date analysis of the current state of student engagement research in ELT. This study aims to provide a comprehensive overview of the historical evolution of trends in published articles, the most influential journals, leading researchers, contributing countries and institutions, impactful articles, emerging themes and methodological characteristics of student engagement research in ELT through bibliometric and content analysis. Data for the study were gathered from 175 research articles retrieved from Web of Science and Scopus databases. The findings indicate a growing interest in student engagement research in ELT, with a particular focus on learner psychology and writing skills, while reading, listening, and speaking received considerably less attention. The findings from the study offer resources, research ideas, avenues for publication, professional development, and collaboration.Özİngiliz Dili Eğitimi (English Language Teaching - ELT) alanında etkin öğrenci katılımı (student engagement) üzerine yapılan araştırmalar son yıllarda önemli ölçüde artmıştır. Buna karşın, İngiliz Dili Eğitimi alanında etkin katılım araştırmalarının güncel durumunun analizine ilişkin alanyazında bir boşluk bulunmaktadır. Bu çalışma, bibliyometrik ve içerik analizi yoluyla, konuya ilişkin yayınlanan makalelerdeki eğilimlerin tarihsel gelişimi, en etkili dergiler, önde gelen araştırmacılar, katkıda bulunan ülkeler ve kurumlar, etkili makaleler, ortaya çıkan temalar ve ELT’de etkin öğrenci katılımı araştırmalarının metodolojik özellikleri hakkında kapsamlı bir bakış sunmayı amaçlamaktadır. Çalışma için veriler, Web of Science ve Scopus veri tabanlarından seçilen 175 araştırma makalesinden toplanmıştır. Bulgular, ELT’de etkin öğrenci katılımı araştırmalarına artan bir ilgi olduğunu, özellikle öğrenci psikolojisi ve yazma becerilerine odaklanıldığını, okuma, dinleme ve konuşmanın ise çok daha az ilgi gördüğünü göstermektedir. Çalışmadan elde edilen bulgular, akademik dergiler, araştırma fikirleri, yayın, mesleki gelişim ve iş birliğine yönelik öneriler sunmaktadır.Student engagement refers to the active and meaningful participation of students in educational processes and the level of effort and interest they show in these processes. Unlike participation, engagement requires a deeper level of commitment and interaction with learning materials; it is more than just physically attending classes or completing tasks. Student engagement in English language teaching (ELT) makes the language learning process more effective and meaningful. Therefore, many academic studies were conducted on student engagement in language teaching. A bibliometric analysis of these studies can provide us with a holistic perspective on student engagement. Bibliometric analysis is a method that measures how often and in what context publications and scientific studies are used. This helps us understand which topics are popular and which researchers or studies have the most impact. In a way, it is a research method that maps who is talking to whom in the scientific world, which ideas are trending, and how these ideas evolve over time. Accordingly, this study conducted a bibliometric and content analysis of 175 academic studies on student engagement, and as a result of these analyses, the most published authors, the journals with the most publications, the countries with the most publications, and research trends, gaps and methods in the field of student engagement in English language teaching were identified. The findings indicate a growing interest in student engagement research in ELT, with a particular focus on learner psychology and writing skills, while reading, listening, and speaking received considerably less attention. The findings from the study offer resources, research ideas, avenues for publication, professional development, and collaboration. We expect that these results will provide insights for researchers, teachers, teacher educators, and other stakeholders in the field of English language teaching. [ABSTRACT FROM AUTHOR]

Purpose: Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes. Design/methodology/approach: The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom. Findings: Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed. Originality/value: This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations. [ABSTRACT FROM AUTHOR]

The spread of English and its increasing importance in intercultural encounters have challenged essentialist perspectives of culture in English language teaching. In addition to using English as a means of communication, students are expected to develop intercultural awareness, which allows them to analyse and reflect on their intercultural encounters and to participate in social activities. Such a need draws great attention to language teachers' perceptions of and engagement in intercultural teaching. As a narrative inquiry, this paper examines the reflections of English language practitioners who have returned from an overseas study experience and have become English language teachers in China. It focuses on their study abroad experiences, encompassing both their achievements and challenges in the context of intercultural learning, and examines how these experiences have influenced their current involvement in intercultural teaching. The findings help shed light on the shifts in teachers' perceptions of intercultural encounters and how the processes of making sense of intercultural experiences inform their orientation towards intercultural learning. The paper considers the importance of helping teachers use their experiential understanding of language and culture to generate a critical pedagogical stance to promote intercultural education. [ABSTRACT FROM AUTHOR]

In this paper, we will discuss various difficulties faced in English language teaching and learning in rural settings. Moreover, we will explore the implications of implementing a program named We Learn English, an initiative by the education department of Zilla Parishad Parbhani. This programme is a course developed by teachers and students to improve Englishspeaking skills among the students in primary schools in rural settings. The medium of instruction and its design make it more effective and valuable. [ABSTRACT FROM AUTHOR]

The primary aim of this research is to examine the types of online assessments utilized by English educators teaching tenth-grade students at SMAN 15 Luwu and to discern students' attitudes towards integrating online assessment methodologies. Employing a descriptive qualitative approach, data collection involved the administration of questionnaires and conducting interviews. Interviews were conducted with both English instructors and students from SMAN 15 Luwu. Findings reveal that English instructors at SMAN 15 Luwu employ online assessment tools such as Google Forms, Google Classroom, Quizzes, and Instagram. These tools present various advantages, disadvantages, and challenges, including the complexities of designing appropriate assessments, managing student behavior, and grappling with unreliable internet connectivity. Concurrently, student perspectives toward online assessment exhibit both favorable and unfavorable inclinations. Positive perceptions include enjoyment of the online assessment, prompt feedback acquisition, flexibility, time efficiency, effectiveness, and increased confidence in online assessment execution. [ABSTRACT FROM AUTHOR]

This qualitative study investigates the impact of class size variability on the teaching process within the English Language Teaching (ELT) context at UPT SP SDN 25 Pae-Pae, Wasuponda. Through in-depth interviews with English language teachers, the research aims to gain insights into teachers' perspectives and experiences regarding the influence of class size on instructional practices and student outcomes. The findings reveal significant disparities between large and small classes, with larger classrooms offering advantages in facilitating interactive and engaging learning experiences, while smaller classrooms present challenges, particularly during interactive sessions. Classroom management strategies emerged as crucial in addressing challenges in both large and small classroom environments, ensuring a conducive learning environment for all students. Additionally, the study highlights the psychological and social impacts of class size and learning environment conditions on students, emphasizing the importance of tailored approaches and adequate facilities in promoting positive social interactions and collaborative learning experiences. Overall, the research underscores the importance of adaptive teaching practices and continuous professional development in meeting the diverse needs of students across varying class sizes and learning contexts within ELT settings. [ABSTRACT FROM AUTHOR]

The research aimed to observe and describe the implementation of The Curriculum based on CEFR (Common European Framework for Languages) for English teaching conducted by English teachers in SD Al-Irsyad Al Islamiyyah 01 Purwokerto. A case study based on the qualitative method was chosen as the research design. The instruments for collecting data were interviews, observation and documentation. All the data were analyzed based on a qualitative approach, including data reduction, display data, conclusion drawing and verification. The result of the research shows the activity of English teaching implemented utterly appropriate to the principle of The Common European Framework of Reference for Languages (CEFR), such as comprehensive, transparent, coherent, supportive of lifelong learning, multidimensional, action-oriented, and supportive of student autonomy. Otherwise, some challenges that faced English teachers, such as time allotment, teaching media, using authentic material for listening activities, teaching grammar and intercultural competence. Therefore, the practice of this implementation needs more improvement to achieve the objective of the curriculum. [ABSTRACT FROM AUTHOR]

Preparatory schools occupy a special place in language education since they illuminate learners’ past experiences and project prospective ones. Given the ten-year English language education (ELE) before and one year during the preparatory school, language learners’ perceptions of ELE in preparatory schools could be a research topic worth examination. To this end, this qualitative case study explored the perceptions of Turkish English as a Foreign Language (EFL) learners toward ELE in upper secondary and preparatory education levels. 64 EFL learners enrolled in the preparatory school of a prominent Turkish state university were given a written survey including open-ended questions about their language experiences in high school and preparatory school. The questions about upper secondary education concerned with the most challenging skill, problems with the course, and solutions/recommendations for improvement, while those in the tertiary education were related to the motivations for learning English and expectations, skills they want to improve, preferred methods of learning, and perceptions of preparatory schools. The raw data were analyzed through NVivo 14. Findings for English education at the upper secondary level demonstrated that (i) speaking was the leading problematic skill resulting from teacher- and institution-related factors, (ii) course grades were generally inflated, and (iii) problems were categorized as teacher-, institution/curriculum, and learnerrelated. In addition, the results of the English education at preparatory school indicated that learning motivations were career, fluent speech, socialization, and the current status of English as a global language, (ii) learners wished to improve speaking skills more in technology-supported classrooms, and (iii) participants had positive attitudes toward preparatory schools. [ABSTRACT FROM AUTHOR]