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Abstract: This article reports on a case study that analyzed pedagogical relationships and teacher identities in research incubators. Conducted over two years in an English teaching program at a Colombian private university, the study included semi-structured interview
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Abstract: This article reports the findings of a multiple case study that identifies and describes the collaboration and networking practices of four Mexican English language teaching professionals belonging to two MA cohorts: 2005-2007 and 2007-2009. For two years, cu
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Abstract: Despite evidence on the benefits of mentoring with beginning teachers, little is known about the impact of mentoring on experienced teachers. Based on a qualitative research design, this study explores mentoring with 11 teachers of English as an additional la
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Abstract: This mixed-methods study investigated and compared the professional demotivating factors for EFL teachers in three contexts: high schools, language institutes, and universities. Consequently, a validated questionnaire and semi-structured interviews were emplo
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Abstract: Dynamic assessment is a dialectic procedure requiring teachers to assess learners’ progress by paying attention to students’ errors while providing graduated prompts to help them fix them. Although previous studies have focused on the teachers’ competence in
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Abstract: This mixed-methods study explored 30 EFL teachers’ perceptions of online student response systems (OSRSs) in emergency remote teaching settings. Data were collected using a survey addressing components related to the acceptance and use of OSRSs and semi-struc
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Abstract: This paper reports a mixed-method study on listening instructional practices and beliefs of 50 EFL teachers of public and private universities in Cuenca, Ecuador. The study aimed to provide empirical evidence of listening teaching practices and determine teac
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Abstract: The present study compares the pronunciation practices of three English instructors (two teaching in Australia and one in Japan) with the perceptions of their learners (n = 49). A student questionnaire, semi-structured teacher interviews, and classroom observ
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Abstract: Although narratives have been widely used and investigated in the second/foreign language literature, studying narratives in authentic classroom contexts and their functions has received comparatively little attention. To fill this gap, the present study exam
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Abstract: First (L1) and second (L2) language speakers process information differently. The current study explores whether L1 and L2 English language speakers process the emotional connotations of high and low-frequency words using the emotional Stroop task. With this
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Abstract: This study investigates how sensitizing graduate L2 students about source-text use might affect their citation practices. Two summary writing tasks involving two similar published articles, one irrelevant and one pertinent to source-text use, were assigned in
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Abstract: This needs analysis study sought to identify the contextual requirements to design and implement a blended learning program in English at a Colombian public university. Data on teachers’ and administrators’ perceptions were gathered through a questionnaire, i
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Abstract: English teachers’ professional development responds to individual needs and societal discourses about teaching, learning, and language use. This paper reports the findings of a case study that explored the factors that increased or limited the active and comm
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Abstract: This article reports the results of a study carried out at a public high school in Colombia whose objective was to design and determine how a reading comprehension module contributed to strengthening English literacy competence in sixth graders. The methodolo
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Abstract: This article provides a comprehensive qualitative synthesis of EFL writing studies published in Colombian journals between 1990 and 2020. We synthesised 63 research reports regarding authorship, publication year, focus, methodology (context, participants, res
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