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Pedagogical Reasoning for Interactive Decisions: Case of Novice EFL High School Teachers
Full text linkDecision-making is a vital professional competency that develops through practice; however, the literature on novice EFL teachers’ decision-making and pedagogical reasoning remains underexplored, particularly in interactive classroom contexts. This qualitative multiple-case study examines novice Iranian EFL teachers’ abilities in decision-making and pedagogical reasoning within such contexts. Data were collected over one academic year via audio journals, classroom observations, and post-observation interviews, enabling a longitudinal view of growth. The analysis centers on the decisions five novices made during the interactive phase and the reasoning supporting those actions. Findings reveal decisions spanning management domains, including learner behavior, instructional management, and the use of space, time, and technology. Reasoning encompasses knowledge of learners and pedagogy, along with personality, experience, attitudes, beliefs, and commitment. Implications address teacher education, practicum design, and curriculum development for context-responsive practice
Pedagogy of English as an International Language and the Social Attractiveness and Comprehensibility of English Varieties: Nexus Between Teacher and Learner Beliefs
Full text linkInvestigation of the nexus between the beliefs of teachers and learners about English as an International Language (EIL) and the social attractiveness and comprehensibility of English varieties can provide insights into effective EIL pedagogy. To this end, the present study examined the beliefs of teachers and learners about teaching English as an International Language (EIL) and the social attractiveness and comprehensibility of English varieties. The first phase investigated participants' beliefs about English varieties and teaching EIL. Questionnaire data from 505 nonnative teachers and learners and follow-up interviews indicated that while teachers legitimized all intelligible varieties of English, learners did not assign legitimacy to nonnative varieties. However, both groups agreed that only native varieties should be used for language instruction. In the second phase, findings from a Verbal Guise Test (VGT) revealed that teachers and learners rated American and British English relatively higher than nonnative varieties in terms of both comprehensibility and social attractiveness. The study suggests the prioritization of native varieties by teachers and learners, which runs counter to the established EIL paradigm
Considering Generative AI in Language Education in HE: The Perspectives of Learners, Teachers and the Language Centre
Full text linkThis contribution examines the risks and affordances of new technologies, such as generative artificial intelligence, for language learning, teaching and assessment, paying special attention to higher education. Based on a synthesis of recent literature, we argue in support of e.g., Gao (2024), González-Lloret (2024), Kern (2024), or Thorne (2024) that language learning and language use is at its core a deeply human endeavour, which cannot be outsourced to technology. Based on our central thesis that humans in language education cannot be replaced by technologies, we then summarize affordances and limitations posed by technology in language education, before we look at a strategic level from an institutional perspective. Based on these insights we synthesize the new roles, needs and demands that emerge for languages teachers and learners in the era of GenAI. We illustrate these theoretical deliberations with concrete examples from one large language centre in the North of Germany, covering the strategies developed at the institutional level, the supporting measures offered for and developed with teachers as well as the approaches taken to include students in the discussions about the role of technologies in language education
Technology Use in Classroom-Based Assessment for Young Learners: Teachers’ Practices and Perceptions
Full text linkThe tools that teachers use to teach and assess their students have a significant impact on how they teach and how well their students learn. However, we need to know more about how primary school teachers utilize technology to assess in the classroom. To fill this gap, we conducted a study to investigate how teachers in seven countries—Brazil, China, Colombia, Ecuador, Japan, Taiwan, and Vietnam—utilize technology to assess students' proficiency in speaking and writing. A total of 142 teachers participated in an online survey to provide information about how they utilize technology to assess students' speaking and writing skills in the classroom, as well as the challenges they encounter. We selected 16 teachers to participate in one-on-one online interviews, allowing us to gain a deeper understanding of how technology is utilized in classroom assessments. The findings highlight the technology tools educators use to assess the speaking and writing skills of young language learners, how they use them, the features they like, and perceptions concerning the benefits and challenges of integrating technology into classroom assessments. We also provide suggestions on how to use technology assessment tools more effectively, tailored to young language learners, to enhance their classroom assessment practices
Linguistic Progression in IELTS Speaking and Learner Background Factors
Full text linkThis study examined the degree of change in test takers’ speaking performances over a 3-month period. Furthermore, it investigated the impact of learner background variables on learners’ linguistic progresses. Fifty-two Korean learners of English, who were enrolled in IELTS preparation classes, took part in the study. Their proficiency was initially established using scores from an in-house placement instrument. Upon completing a preliminary questionnaire, participants sat for an officially-administered IELTS pre-test. Their language learning data were collected each week by survey. A final questionnaire was then completed after 12 weeks of study, immediately following the official IELTS post-test. For speech analysis (i.e., lexico-grammatical and pronunciation features), pre- and post-test individual long-run speaking responses were coded to examine participants’ linguistic gains over time. Findings indicated that fluency features improved most significantly over time, although the relationships between speech construct changes and learner background variables were more complex. Implications of these findings are useful for curriculum planning and for developing of language assessment and testing, as well as validity evidence for the IELTS speaking test
Work-Family Conflict and Job Satisfaction among Female Nurses: The Moderating Role of Social Support in Ghana’s Health Sector
Full text linkWork-Family Conflict (WFC) has become a pressing concern in health systems worldwide, particularly for nurses whose professional and domestic roles often overlap. In Ghana, where traditional gender roles assign caregiving responsibilities to women, female nurses face unique challenges balancing work and family life. This study investigates the relationship between work-family conflict and job satisfaction among female nurses, particularly the moderating role of social support from supervisors, co-workers, and family members. Guided by the Transactional Model of Stress and Coping, the study employs a quantitative, survey-based design involving 210 female nurses across three major hospitals in Ghana’s Western Region. Using validated instruments, data were analyzed through descriptive and inferential statistics to test hypotheses regarding the associations among WFC, job satisfaction, and sources of social support. Results indicate that higher levels of work-family conflict significantly reduce job satisfaction, but social support moderates this relationship. Supervisor and co-worker support showed stronger buffering effects than family support, though all three forms of support contributed positively. The study underscores the need for organizational and policy interventions to enhance social support mechanisms and mitigate the negative effects of work-family conflict on nurses’ professional satisfaction. The findings contribute to the literature by situating the work-family interface within an African cultural and healthcare context and provide practical recommendations for policymakers, hospital administrators, and practitioners
A Four-Stranded Approach to AI-Assisted Pre-Class Learning Modules: EFL Teachers’ Practices in Designing Daily Conversation Content for Flipped Classrooms
Full text linkThis study examines the integration of artificial intelligence (AI) tools with Nation’s Four Strands Framework in the design of pre-class learning modules for English as a Foreign Language (EFL) flipped classrooms. Focusing on conversational skills development—a domain requiring balanced attention to meaning-focused input/output, language-focused learning, and fluency—the research addresses a critical gap in material design for technology-mediated flipped instruction. Employing a qualitative case study methodology, semi-structured interviews and focus group discussions were conducted with six Indonesian EFL teachers at the tertiary level. Data analysis revealed a four-phase pedagogical model wherein AI tools were systematically deployed to: (1) scaffold meaning-focused input (e.g., AI-generated transcriptions, text adaptation), (2) reinforce language-focused learning (e.g., grammar/vocabulary feedback systems), (3) facilitate meaning-focused output (e.g., conversational AI prompts), and (4) enhance fluency development (e.g., adaptive speaking drills). Key challenges emerged regarding AI’s limitations in contextual appropriateness, feedback reliability, and the risk of pedagogical fragmentation, necessitating teacher mediation to preserve theoretical fidelity. The study contributes to literature on flipped learning by demonstrating how AI can operationalize SLA principles while affirming educators’ central role in curricular decision-making. Practical implications for instructional design and teacher professional development are discussed, alongside recommendations for future research on AI’s efficacy across diverse institutional contexts
Exploring Learners’ Engagement with Feedback in L2 Academic Writing: Insights from a Multiple Case Study
Full text linkLearners’ engagement with feedback, recognized as an essential factor for influencing the learning process, is pivotal for enhancing learning outcomes. Despite its growing attention among researchers, it remains understudied in the field of second language acquisition, particularly within the context of learning Chinese as a second language (CSL). This study employs qualitative methods to explore CSL learners’ behavioral, emotional, and cognitive engagement with feedback in a Chinese academic writing class. Multiple sources of data were used to collect information from the focal participants, including learners’ writing drafts, stimulated recalls, and interviews. The findings revealed that learners showed overall active behavioral engagement, positive emotional engagement, and deep cognitive engagement. Learners’ motivation for academic writing and their Chinese proficiency were significant influencers of their engagement. Among the three dimensions of engagement, emotional engagement played a significant role in shaping learners’ writing and revising process. This study elucidates the complex and dynamic nature of language learners’ engagement and offers valuable insights for academic writing education
Enhancing Brand Loyalty in Tanzanian Public Higher Education Institutions
Full text linkIn the competitive environment of Tanzanian public higher education, maintaining a competitive edge requires an innovative approach to institutional branding. This article focuses on understanding the elements that influence brand loyalty among local students, particularly university image, perceived teaching quality, self-efficacy, and intention. Grounded in the Theory of Planned Behavior, the research employed proportionate random sampling to select participants and distributed 1,000 questionnaires across five public universities in Tanzania, receiving 400 valid responses for analysis using Structural Equation Modeling. The results indicated significant direct effects of university image, perceived teaching quality, and intention on brand loyalty, while self-efficacy exhibited no statistically significant impact. The findings underscored the critical role of perceived teaching quality and university image in shaping student loyalty toward a university's brand. Additionally, the study highlights the importance of intention as a mediating factor in influencing brand loyalty. These insights contribute to enhancing institutional branding strategies in Tanzanian public higher education. The study also offers practical recommendations and identifies areas for future research to strengthen branding and foster loyalty among students
Editorial: Language Teacher Education Research – Key Trends, Challenges, and Questions
Full text linkIn this editorial, we introduce the Language Teacher Education Research (LTER) Journal as a new venue dedicated to researchers and practitioners in the field of language teacher education, providing a space to share, showcase, and advance their scholarly and practical contributions. This editorial serves as a guide to the journal's objectives, providing an overview of its mission to contribute to the advancement of research and practice in Language Teacher Education (LTE). It contextualizes LTE within the broader landscape of contemporary research, offering insights into its evolving scope and interdisciplinary connections. The editorial explores significant trends shaping the field and addresses pressing challenges. Finally, the editorial poses thought-provoking questions to inspire future research, encouraging scholars to explore critical issues, generate innovative solutions, and push the boundaries of knowledge in LTE