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Making Sense of Gee and Identity in (Language) Teaching
Full text linkThis perspective article discusses Gee’s (2000) four-pronged framework of identity in the context of (language) teaching . To better make sense of Gee and his framework, I first present a scenario from my teaching context, which contains all the components of Gee’s framework. I then mention some identity questions that encapsulate the scenario and pave the way for discussing the framework. Next, Gee’s conceptualization is presented with a focus on its four dimensions, as followed by a critical discussion of the framework with reference to layers of the scenario. Finally, I conclude with a conceptualization of identity that complements Gee’s framework in better making sense of identity in (language) educational work
Cognitive Machines and Cultural Shifts: How AI Redefines Organizational Development and Consulting Practice
Full text linkThis paper examines the transformative impact of Artificial İntelligence (AI) on individual cognition, organizational culture, and the evolving dynamics of trust within hybrid human–machine systems. Building on recent research, it argues that AI reshapes not only how individuals think and make decisions but also how organizations define collaboration, ethics, and cultural norms. Drawing on insights from Aakula et al. (2024), Pawar and Shah (2024), Russell et al. (2025), Choi (2025), and Erengin et al. (2024), the paper positions AI as both a cognitive and relational actor that reconfigures the foundations of Organizational Development (OD) and consulting practice. Through a synthesis of literature and conceptual analysis, it highlights how AI-driven transformation calls for new approaches to leadership, change management, and ethical governance—especially concerning trust, mediation, and human–AI collaboration
Pedagogies of Practice in English Language Teacher Education: Student Teachers’ Experiences and Preferences
Full text linkThis paper discusses the ways in which (English) language teachers are supported in their preparation for professional practice during their teacher education programmes. Using the framework of pedagogies of practice (representations, decompositions and approximations) (Grossman et al. 2009), it surveys 26 student teachers in relation to their experiences of the practice-oriented components of their teacher education programmes to discern their experiences, practices and perceptions. It specifically explores the context of Ireland and Norway. These opportunities to engage in practice, whether individually or collectively, assessed or unassessed, are discussed in terms of their potential for meaningful reflective practice (Dewey 1933). The results suggest that these students have opportunities to engage in a wide array of pedagogies of practice during their teacher education programmes, both individually and collectively. Many of these are assessed but others are formative in nature. Both groups of students place very high value on these practice-engagement elements of their programmes, with this value and preference increasing the closer these activities move towards real classroom practice, which is the most highly prized of all. Implications and suggestions are included in the concluding remarks
Exploring Media Narratives and National Identity through Corpus Linguistics: A Case Study of Moroccan Media Coverage of Alhawz Earthquake
Full text linkTelevision, newspapers, magazines, and other print and electronic media contribute to developing and preserving national and cultural identity by providing a platform for diverse voices, enabling different communities to share their narratives, traditions, and values. Media nurtures a sense of belonging and fosters a more unified and inclusive society by promoting cultural events and showcasing unity, harmony, and group spirit among citizens during times of crisis. Media narratives can shape the nation's perception, including national identity and political, social, and international relations narratives. However, the current paper focuses mainly on crisis narratives, another type of media narrative that can affect the perception of a nation. Those narratives focus mainly on events threatening a nation's stability, security, or well-being. Crisis narratives include natural disasters, economic slumps, and public health emergencies. Therefore, the current study attempts to analyse the Moroccan media narratives on the Alhawz earthquake, utilising a comprehensive analysis of 17 articles published between 10th September and 26th September 2023. The analysis is conducted within the framework of Critical Discourse Analysis and corpus linguistics to reveal how media narratives foster a sense of unity and nationalistic sentiments among citizens during the Alhawz earthquake. The findings indicated that Moroccan media narratives on the earthquake could shape how the public perceives the nation's ability to handle a crisis, the effectiveness of its leadership, and the resilience of its people, who were able to show a sense of unity and national pride during that natural disaster
The Role of Artificial Intelligence in Strategic Decision-Making: Transforming Managerial Strategies in the Digital Age
Full text linkArtificial intelligence (AI) is revolutionizing strategic decision-making in organizations by enabling data-driven insights, predictive analytics, and real-time scenario planning. The current paper explored the transformative role of AI tools in managerial strategies, their impact on decision accuracy and efficiency, and the challenges associated with adoption. A systematic literature review was used to synthesize findings from academic studies, industry reports, and case analyses to show actionable insights for businesses navigating the digital era. Key contributions include highlighting AI applications across diverse industries, addressing adoption barriers, and presenting recommendations to enhance strategic outcomes and organizational performance
The Pedagogical Imperative for Teacher Educators: A Constructive Reflection
Full text linkA balanced interrelation between theory and practice is still often missing out in many (language) teacher education programs (Esteve, 2018; Lantolf & Esteve, 2019). Hence the need to critically analyze teacher educators’ professional practice and rethink it. This paper presents a deep reflection upon the difficulties and the possibilities of promoting a balanced interrelation between theory and practice in formative practices and is primarily addressed to (language) teacher educators who are willing to engage in a transformative process. Along this process, teacher educators are to become aware both of the specific core teacher education competencies that are proved to be crucial for ensuring a dialectical relationship between practice and theory and their underlying core concepts, which eventually determine how the corresponding teaching actions related to those competencies are to be performed (Esteve & Alsina, 2024). Together, they make up the pedagogical imperative for (language) teacher educators I advocate for, in order to ensure the most fruitful dialectic relationship possible between theory and practice
An Investigation into Learning-Oriented Assessment Literacy and Effective Teaching in Iranian EFL Context
Full text linkThis mixed-methods study investigates the relationship between learning-oriented assessment (LOA) literacy and effective teaching among Iranian EFL teachers. LOA integrates assessment with instruction by emphasizing formative feedback, student involvement, and the design of meaningful learning tasks, positioning assessment as a tool to support and enhance the learning process rather than merely measure outcomes. The research consists of two primary phases, a qualitative phase involving semi-structured interviews with EFL teachers to explore their perceptions of LOA literacy and effective teaching, followed by a quantitative phase utilizing a researcher-made and validated Effective Teaching Questionnaire (ETQ) administered to 110 teachers. The study examines how specific LOA components affect teaching outcomes and learner engagement. In the experimental phase, two groups of EFL teachers were formed, an experimental group that received targeted training on LOA literacy and a control group relying on prior knowledge. Both groups completed the ETQ as pretests and posttests. Multivariate Analysis of Variance (MANOVA) revealed significant improvements in posttest scores for the experimental group, indicating that enhanced LOA literacy positively impacts effective teaching practices. By fostering LOA literacy among EFL teachers, educational institutions can enhance teaching effectiveness and student outcomes, advancing a shift toward more responsive and engaging language education
A Tangled Web: Learner Autonomy as a Predictor of Learner Emotions, Willingness to Communicate and Academic Achievement in Online Language Learning
Full text linkLearner autonomy is widely acknowledged as playing a crucial role in successful language learning. However, less is known about how it functions and interacts with other key variables specifically in online settings where its role may potentially be even more significant. This study investigates the role of learner autonomy in learners’ experience of positive and negative emotions, willingness to communicate (WTC), and their academic achievement in online English as a Foreign Language (EFL) classes at the secondary level. Data were collected from 490 learners in an Austrian vocational school during 29 online EFL lessons using a web survey. The data were analysed using structural equation modeling. The results revealed that the level of learner autonomy predicted both foreign language enjoyment (FLE) (positively) and foreign language classroom anxiety (FLCA) (negatively), as well as learners’ WTC and grades (positively). Both positive and negative emotions predicted learners’ academic achievement, but only FLCA negatively predicted WTC. A mediation analysis revealed that the relationship between learner autonomy and academic achievement is mediated by learner emotions, while its relationship with WTC is mediated by FLCA. Overall, the study demonstrates the value of learner autonomy in predicting language learning success, reflected in learners’ grades and their readiness to communicate in the FL language
Motivation of Heritage Language Learning: Is Heritage Attachment Enough?
Full text linkSince the beginning of the 21st century, heritage language studies have drawn unprecedented attention from language-related research areas. Despite the flourishing research on heritage language learning, relatively few studies have examined the motivational profiles of L1 English speakers engaged in heritage language learning. Theoretical explorations of heritage language learning motivation over the past decade have been largely informed by L2 motivational self guides, leading to the development of two closely related concepts: the rooted L2 self and the indigenous heritage self, in which emotional connections to heritage history and the language maintenance and revitalization obligations are deemed prominent motivational forces. However, the cognitive mechanism underlying the two self concepts remains unclear. Moreover, how well the two heritage-related concepts account for L1 English speakers’ motivation to learn a diminishing heritage language requires further investigation. This paper proposes that 1) Norton’s investment theory could be applied to explain the cognitive processes underlying the heritage convictions of the rooted L2/indigenous heritage self; 2) the ideal multilingual self may generate motivational force to learn a heritage language as part of an internalized identity of rejecting monolingualism
From tasks to texts: Collocational gains in ESL students' writing skills through task-based instruction
Full text linkThe current study examined the impact of task-based instruction (TBI) on the understanding of collocations and writing skills of 44 undergraduate English as a Second Language (ESL) college students in a Pakistani public university. Applying communicative and awareness-generating tasks, the study assessed how TBI impacted students' comprehension of collocations and overall fluency of narrative writing skill. Using a mixed-methods design, pre- and post-intervention writing samples, collocation analyses, and students' perception surveys were analysed during a four-week TBI intervention. Paired t-tests revealed significant increases in writing scores and collocational accuracy, and writing ability had a high correlation with the use of collocations. Survey data indicated high student engagement and confidence. These findings underscore TBI’s efficacy in enhancing ESL writing pedagogy, particularly in resource-constrained contexts, with implications for curriculum design and teacher training