有关国外班级管理的相关研究

This research is conducted to investigate the issue of EFL classroom management, aiming at discovering the various types of students’ misbehavior, their reasons, and teachers’ management strategies. In accordance with these objectives, a qualitative method was employed through the use of one-to-one interview technique. The participants were limited to 14 teachers from different secondary schools in Mauritania and 102 students from three secondary schools located in Nouakchott, Boghe and Maata Moulana. The study revealed four types of misbehavior made by students: verbal, non-verbal, confrontational and non-confrontational, and the reasons were summarized as lack of time management, unfriendly relationship, inappropriate instructional methodologies, students’ disengagements in learning, poor learning environment, teachers’ characteristics, students’ low proficiency, affective attitudes, lack of ethics, and overcrowding. To deal with this issue, teachers adopted four coping management strategies: preventive, supportive, corrective and ignoring strategies. These strategies decrease the students’ disruptive behavior and contribute to their focus on achieving better academic results.

This research aimed to explore the strategies applied by EFL teachers in managing classroom. This research employed descriptive qualitative method. The subjects of this research were English teachers of seven grade at SMP Negeri 3 Wundulako which were selected through purposive sampling. The data of this research were collected by employing field note and an interview. The obtained data was analyzed in three major phases namely data reduction, data display, and conclusion. The result of the research revealed several strategies applied in the classroom management. They were classroom environment, student management, seating arrangements, and monitoring activity. To enhance the significance and applicability of these findings, the future research is expected to conduct comparative studies to analyze the differences in classroom management strategies across various educational levels (e.g., elementary, high school) or different subjects. Comparing strategies employed in EFL classrooms with those in other language classrooms may yield interesting insights.

Introduction. The relevance of the study is determined by a considerable growth of cooperation between Russian and Chinese universities and increasing academic mobility involving both teachers and students of the two countries. The aim if the study is to find out and analyze how university foreign language teachers of non-language students in two different countries understand and implement generally shared theoretical and practical assumptions concerning foreign language teaching and learning in their local contexts. Materials and methods. 60 respondents (university foreign language teachers of science students from Russia and China) participated in the study. The teachers filled out a questionnaire that included both open- ended and close-ended (multiple choice) questions. Results. The outcomes of the study reveal that the teachers are familiar with the main models and approaches to foreign language education. They seem to have a very close understanding of the characteristics of the modern university foreign language classroom. All 100% of the participants demonstrated their knowledge of leading models and approaches to foreign language teaching, with 93% of teachers from Russia and 60% of teachers from China being familiar with the ESP model, which is the most well-known in both countries. The STEAM teaching model turned out to be the least known in both countries, with 33% of Chinese teachers and 47% of respondents from Russia being familiar with it. Nevertheless, the choice of the didactic tools that they use differs due to the influence of external factors and national educational traditions (specific approaches to control arrangement, number of the students in the classroom, students` learning preferences, etc.). Conclusion. The authors attempted to identify a few world major tendencies in university foreign language science student education and explored how they are practically implemented in particular universities with foreign language teachers in two different countries. The outcomes revealed a certain gap between theoretical assumptions and everyday practices in professional foreign language education in both countries. Thus, the authors approached the issue under discussion from a different perspective and confirmed the effects of teacher national traditions on their practices. As exchange programs and partnership networks in the field of education, science and technology between Russian and Chinese universities are becoming wide spread, the demand for experts in teaching languages in both countries is growing immensely. These experts, representing universities from both sides, need to find a common language concerning their teaching approaches, strategies, and didactic tools. The study outcomes can be one of the steps in this area. In addition, they can be used in the teachers` in-service training.

Approaching Ukrainian education to European requirements and following the recommendations outlined in the basic authority’s documents that have acquired international status significantly stimulates the processes of learning foreign languages quality raising. Management of educational activities (classroom management) is one of the main components in the structure of the foreign language learning program because it includes the entire process, starting with planning and ending with the lesson goals achievement and getting results. The purpose of the study is to analyse the influence of classroom management on the success of foreign language communicative competence formation during FL lessons in primary school. For implementing the research, the following methods were used, including methods of analysis and generalisation of the pedagogical experience of teaching foreign languages in primary and higher education institutions, and observation of the methodology of planning and conducting foreign language lessons. As the result of the study, the need for specific training of future FL teachers, who intend to carry out professional activities in primary education institutions, has been clarified. Aspects for successful planning of educational activities in foreign language classes in primary school are highlighted according to their types. The criteria for assessing the quality of planning and conducting have been determined, which makes it possible to analyse the influence of FL classroom management on the formation of primary school learners’ communicative competence. Furthermore, it was found that the most effective types of activities for the formation of primary school learners’ FL communicative competence are singing activities, simulations and the use of board and digital games.

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Silence in EFL classrooms has potential influences on the language acquisition process. This study examined teachers’ and students’ perceptions of student silence in EFL classrooms by triangulating data from videos of 91 students from four classes, semi-structured and retrospective interviews of eight students and three teachers. The findings reveal a disconnect between teachers and students’ perception of student silence, resulting in failure to address the issue. While students' silence reflects cognitive engagement or language processing needs, teachers tend to overlook this, reinforcing passive behaviors by quickly providing answers and focusing on maintaining classroom order. While students were silent due to dynamic interaction of cultural and social norms, unproductive classroom management and language proficiency, teachers viewed student silence as students’ learning habits, test-oriented purposes, justifying their silence based on their fixed characteristics, learning attitudes and results. Contradiction was also found between teachers’ preference for maintaining order in the classroom and their desire for students’ active involvement. A training program making teachers' expectations and perceptions visible for questioning, challenging, and negotiating, while considering the dynamics of teaching, learning processes, and students' fluid identities, could improve teaching practices.  

The article examines an action research of negotiated curriculum in a university‐level EFL (English as a Foreign Language) classroom. Drawing on critical pedagogy, this study is best suited to action research as negotiated curriculum can be explored with a deeper understanding through action‐oriented research. The research details how negotiated curriculum affects learning and teaching in an EFL classroom. Data collection methods included participant observation, teacher journals, student journals, and minutes of student meetings. The findings revealed that student choice, participation in classroom management, negotiated assessment, collaborative dialogue, and student‐led activities can be considered in a negotiated curriculum. Moreover, it was indicated that the negotiated curriculum contributed to speaking skills, learner engagement, motivation, self‐confidence, and enjoyment.

Abstract The study examines K-8 Chinese as a foreign language (CFL) teachers’ cognition and practices on classroom management (CM) with a focus on the exploration of the incongruences between the two. Foreign language CM in K-8 settings in the U.S. and how language teachers believe, think and do in class has been a vital component in the world language education field but has been under-investigated. This study aims to fill this gap. Data were collected from six CFL teachers originally from mainland China or Taiwan in a U.S. K-8 school via semi-structured interviews, classroom observations and stimulated recall interviews. Results reveal that the incongruences between teachers’ cognition and practices exist in four dimensions of CM: time, space, engagement and participation. Drawing on activity theory, the study identifies contributing factors, such as school administrative policies, challenges in intercultural communication, overwhelming responsibilities and concerns related to employment and immigration status. These factors, rather than cultural expectations alone, significantly limit teachers’ ability and willingness to align practice with cognition. The study offers implications for teacher training programs and policy initiatives aiming to support classroom management effectiveness among CFL teachers in U.S. schools.

This study investigates the impact of effective classroom management on the quality of English as a Foreign Language (EFL) learning in secondary schools in Bukavu, Democratic Republic of Congo (DRC). The research addresses persistent challenges in EFL instruction in the DRC, such as outdated teaching approaches, poor learning environments, and a lack of teacher training in classroom control strategies. Using a qualitative approach, data were gathered through literature review and classroom observation, guided by structured indicators including the presence of clear rules and effective time management. Findings reveal that efficient classroom management especially through well-defined expectations, time control, and student engagement leads to better language acquisition outcomes. The study highlights a significant gap in pedagogical training and curriculum implementation in the DRC and recommends integrating classroom management principles into national education policy. The novelty of this study lies in its localized focus on Bukavu’s multilingual context, where language learning is shaped by the intersection of educational policy, teacher preparedness, and classroom realities.

This study aims to describe the implementation of the Contextual Teaching and Learning (CTL) approach in Arabic language instruction for seventh-grade students at MTs Ar-Ridho Medan, and to analyze the supporting and inhibiting factors during its implementation. Employing a qualitative approach with a case study design, the research explores pedagogical practices in authentic classroom settings through observation, semi-structured interviews, and documentation. The findings reveal that the teacher successfully integrated all seven core components of CTL (constructivism, inquiry, learning community, modeling, reflection, meaningful learning, and authentic assessment) into classroom practice. Students demonstrated high enthusiasm, active participation, and a contextual understanding of the material. Nevertheless, challenges such as limited instructional time, insufficient learning facilities, and diverse student characteristics require strategic management. This study offers both practical and theoretical contributions to the development of more meaningful Arabic language instruction models in Islamic schools.

The purpose of this paper is to investigate the teachers’ manners in language use and classroom management interaction in senior high school. A descriptive research design was adopted in this study. The purpose of this study is to address the research questions, "How are the teachers’ manner in language use in the classroom, and how are the management interactions in the second language classroom?" This study included two instructors from a private SMK in Bogor District as participants. The data collection instrument consists of three questions that teachers must answer. The results demonstrate that home language is an important aspect of language use in the classroom. Furthermore, teachers feel that using role play and creating pair workgroups is vital for teacher-student engagement in the classroom. As a result, it can assist teachers in teaching English as a foreign language in the classroom to become much more successful and communicative. In addition, teachers should behave well in the classroom by smiling, being positive, and being relaxed. The students will benefit from this by having a good day and feeling comfortable while studying English. Additionally, teachers should dress professionally in the classroom to uphold their dignity and the pupils' respect.

This research investigation delves into the classroom management routines and protocols implemented by English educators within two educational institutions, one public and the other private, over the course of a senior academic year. The primary objective of this inquiry is to dissect the commonalities and disparities between these institutions concerning their methodologies for classroom management. The researchers strive to identify the challenges encountered by instructors when implementing classroom management routines and protocols, alongside assessing students' comprehension of and adherence to these established procedures. The research employs a blend of three data collection methodologies: observation checklists, surveys, and interviews, which collectively employ triangulation to offer comprehensive insights. The findings divulge substantial disparities and limitations in the application of routines and procedures between the public and private institutions, notably concerning behavioral control and the diversity of pedagogical activities integrated into lessons. The public institution demonstrates a heightened degree of instructor authority in overseeing student behavior, while the private institution incorporates a more intricate range of activities during instructional sessions. Drawing from the conclusions derived from this research, the authors proffer tailored recommendations to English instructors in both educational settings. These recommendations are meticulously formulated to address the identified challenges and proffer potential resolutions for augmenting classroom management, thereby ultimately facilitating the pedagogical trajectory of teaching and learning.

This study investigated the impact of workshops on classroom management and feedback strategies in teaching English as a Foreign Language (EFL). The main issue addressed was the challenge of inconsistent classroom management and ineffective feedback methods, which affected student engagement and academic achievement. This study aimed to understand how professional development could enhance teachers’ instructional practices. Using a narrative inquiry methodology, data were collected through questionnaires and in-depth interviews. The questionnaire employed a Likert scale to measure teachers' perceptions, while interviews provided deeper insights into their experiences. Data were analyzed using narrative analysis to identify key patterns and themes. Triangulation was conducted by cross-checking participants' responses to ensure the validity of findings. The results indicated that the workshop positively transformed teachers’ feedback methods, making them more targeted, meaningful, and student-centered. In terms of classroom management, the most effective strategies included setting clear expectations, fostering positive relationships, engaging students through interactive activities, and maintaining consistent discipline. This study provided new insights into how workshops addressed common challenges in EFL teaching and highlighted the importance of continuous professional development. The findings offered recommendations for improving workshop design and curriculum development to support the ongoing growth of English teachers in Indonesia.

Language teacher immunity is conceptualized as a buffering mechanism protecting teachers amid the shifting sands of their teaching careers. Despite a noticeable interest drawn to this novel aspect of language teachers’ professional identity, scant attention has been paid to examining its potential roles in classroom management. Therefore, this study aims to conduct a quantitative analysis of the relationship between the immunity of English as a Foreign Language (EFL) teachers and their classroom management practices. Using a correlational design, 213 Iranian EFL teachers, 134 females and 79 males with the age range of 20 to 53, completed two electronic surveys of the Teacher Immunity Scale (TIS) and the Behavior and Instructional Management Scale (BIMS). The results indicated a significant negative relationship between EFL teachers’ immunity and their approach to classroom management. Moreover, multiple regression analyses revealed that openness to change and teaching self-efficacy dimensions of EFL teachers’ immunity were significant negative predictors of their classroom management practices. The results are discussed in light of the teaching context of Iran, and implications are provided for language teachers, teacher educators, and policymakers.

Teacher-centred instruction remains a foundational and often underestimated approach in foreign language education, particularly during the early stages of language acquisition when learners require clarity, structure, and expert guidance. While contemporary pedagogy frequently emphasizes student-centred models, this article argues that teacher-centred practices provide indispensable benefits grounded in instructional expertise, systematic curriculum delivery, and effective classroom management. Drawing on established theoretical perspectives and classroom-based observations, the study examines how teacher direction supports the acquisition of complex linguistic systems, facilitates immediate and accurate feedback, and ensures the consistent progression of core skills such as vocabulary development, reading comprehension, and writing accuracy. Special attention is given to practical pedagogical applications, including scaffolding techniques, teaching strategies for young learners, structured vocabulary instruction, and step-by-step models of reading and error correction. The article further analyzes the flipped classroom model, demonstrating that despite its reputation as a student-centred innovation, its design and effectiveness remain fundamentally dependent on teacher expertise. Overall, the study highlights that a well-implemented teacher-centred approach offers essential stability, pedagogical precision, and guided support, making it a critical component of successful foreign language learning.

The problem of professional orientation of German practical lessons in the future foreign language teachers’ training is considered. The importance of integrating international experience into their training is noted in order to improve the quality of education and its compliance with European standards. It is emphasized that the professional training of future foreign language teachers is carried out in accordance with the competency-based, communicative, contextual and interactive approaches. In order to strengthen the professional future teachers’ orientation, the course “Professionally Oriented Practicum in German” was developed, within the framework of which it is proposed to integrate school- related topics into German practical lessons and conduct pedagogical simulations. The importance of developing specific future teachers’ skills is emphasized: planning and conducting lessons; classroom management, assessment. Effective methods for the future specialists’ practical training are identified: role-playing and business simulations (playing out professional situations: conducting a lesson, discussing pedagogical issues with colleagues, interacting with parents, a school trip, a cultural event), project-based learning (developing projects related to school topics: developing a German language curriculum for a specific class, creating educational materials), discussions and debates (discussions on pedagogical theories, educational policies of Ukraine and Germany, or real problems in the classroom), case technologies (analysis of professional situations: adapting curricula, problems of student motivation, conflicts in the classroom), use of authentic materials (real texts from school life: school rules, letters to parents), use of digital resources: video materials (video recordings of lessons, interviews with German teachers) and online resources (online platforms, educational applications).

This study examines an innovative approach to the training of foreign language teachers using 360-degree video technology. The current method is a unique combination of existing techniques, combining immersive learning and the development of professional competencies. The investigation highlights the novelty of the problem, which lies in the lack of development of approaches that integrate immersive technologies into the professional education of teachers. The research conducted among students of the Eurasian National University who completed a course on integrating 360-degree video into the educational process. The focus is on analyzing the impact of 360-degree video technology on the development of key professional competencies: pedagogical adaptability, cultural awareness, classroom management skills, reflective practices, technology proficiency, and student engagement strategies. The model presented in the study demonstrates the interrelationship of these competencies, suggesting a new research paradigm for teacher education. The results showed a significant improvement in all competencies after using technology, especially in the areas of creative thinking (+7 points) and technological competence (+7 points). There was also an increase in student motivation due to the use of new teaching methods.

Managing an English class is a complex task for teacher. In this abstract, the researcher will explore various strategies used by teachers to manage English classes effectively. Teachers must pay attention to various factors, including the level of students’ language skills, various factors, including the level of students' language skills, various learning styles, and challenges that arise in teaching foreign languages. One of the main strategies is the use of a variety of teaching methods, such as project-based learning, language games. In this way, teachers can make learning more interesting and relevant for students. Apart from that, teachers must also have good classroom management skills. This includes the ability to create a positive and inclusive environment, manage time efficiently, and deal effectively with student behaviour. The researcher used qualitative method, and two participant/ two teachers to be interview. And also the researcher used instruments and interview, and the school at MTs Al- Yakin Pungpungan.   

This study employs correspondence analysis to examine how elementary school EFL teachers perceive the effectiveness of various professional development activities (PDA) in relation to key dimensions of teacher professional development (TPD). Data were collected from 139 in-service English teachers in Taiwanese elementary schools through a structured questionnaire. The analysis revealed that EFL teachers’ perceptions varied notably based on their years of teaching experience and academic qualifications. While professional growth, subject-specific development, and curriculum and teaching consistently emerged as core PD dimensions across groups, novice teachers and those with bachelor’s degrees tended to favor a wider array of collaborative and reflective activities, such as teaching journals, teacher communities, and portfolios. In contrast, more experienced and master’s-level teachers demonstrated a preference for integrated, content-focused approaches, particularly workshops and observation linked to classroom management. Across all subgroups, seminars and collaborative teaching showed weaker associations with perceived effectiveness, particularly when linked to abstract or less actionable PD dimensions. These findings highlight the importance of tailoring TPD programs to align with EFL teachers’ developmental stages and academic backgrounds. Differentiated, targeted TPD design may enhance both relevance and impact in supporting EFL teacher growth and instructional quality.

This study examines the impact of instructor verbal immediacy on primary school students' foreign language enjoyment (FLE), highlighting its significance in cultivating pleasant emotions and augmenting motivation in language acquisition. The research utilized a mixed-methods approach to examine data from 100 sixth-grade students and two English instructors in Jiangsu Province, China, applying the Foreign Language Enjoyment Scale (FLES), classroom observations, and the rapport-management model. Research demonstrates that educators exhibiting high verbal immediacy—evidenced by initiating dialogues, providing feedback, and employing humor—substantially enhance students' Foreign Language Enjoyment (FLE) across four dimensions: illocutionary, discourse, participation, and stylistic. Quantitative study indicated that students instructed by educators with elevated verbal immediacy scores reported increased levels of FLE, but qualitative data underscored the significance of interactive and engaging pedagogical methods. The research finds that instructor verbal immediacy cultivates positive teacher-student connections, increases classroom engagement, and boosts students' pleasure of foreign language acquisition. These findings augment the literature by filling gaps in primary school EFL environments and offer pragmatic methods for educators to improve teaching efficacy. The paper recognizes limitations, such as the small number of participants and geographical emphasis and suggests future research to investigate varied demographics and the evolving nature of FLE over time.

The article deals with the problem of mastering a set of digital competencies that contribute to the implementation of pedagogical management in a foreign language classroom. It is noted that the necessity of the digital competencies formation is treated today as one of the most important conditions to realize teacher’s professional pedagogical activity in the digital economy. The factors of digital competencies formation in the field of pedagogical management are described. The forms of computer support of pedagogical management and the stages of implementation of digital educational products are considered. It is proposed a structural model of the main mechanisms of conceptualization future foreign language teacher’s professional pedagogical activity as a teacher-manager.

Every teacher who teaches a foreign language must have challenges in teaching and managing the classroom. The objectives of this study are: (1) To find out the English teachers’ challenges in English classroom management at SMA Insan Cendekia Syech Yusuf. (2) To describe the strategies used by teachers to solve the challenges in English classroom management at SMA Insan Cendekia Syech Yusuf. The subjects of this study were three teachers who taught English subjects at SMA Insan Cendekia Syech Yusuf. This research used a qualitative method. The instruments that the researcher employed were documentation, interviews, and observation. The researcher applied Miles et al.'s theory—data reduction, data display, conclusion drafting, and verification—to the data analysis process. The study's findings suggest that: (1) Teachers have difficulties when instructing pupils in English, including inadequate vocabulary acquisition, insufficient exposure to the language, psychological issues, linguistic difficulties, and low proficiency. (2) Teachers used several strategies to overcome the challenges they faced, such as the Determination Strategy, Group Discussion Strategy, and Communication Strategy. It appears that there are still a lot of difficulties in controlling and instructing English in the classroom when it comes to some of these issues. Therefore, in order to create a safe and comfortable learning environment where learning proceeds without problems teachers must employ a variety of teaching strategies in addition to appropriate classroom management techniques.

Achieving target lessons is the aim of teaching learning process. It also requires good classroom management conducted by the teachers. It deals with not only physical aspects but also emotional psychological aspects of the class such as managing the disciplines and rules of the class and maintaining good relationships with the students. They are needed to be concerned in order to create a comfortable learning ambience. In fact, challenges and problems faced by either newbie or experienced teachers, both formal and informal school teachers exist and make the teaching learning process. In the context of the English course, this study is aimed to figure out classroom management problems, the factors causing the problems, and the solutions are done by the teachers to solve the problems. There were 6 English teachers from the English Course as the research participants. Open-ended questionnaires were administered and class observation was conducted to gather the data. After gathering and analyzing the data, 2 major classroom management problems appeared, namely 1) instructional problems, and 2) behavioral and psychological problems. Instructional problems are about the obstacles which make the target lessons difficult to achieve. Meanwhile, behavioral and psychological problems tend to come from the attitude or emotion in the classroom which makes the classroom environment not conducive. More elaboration about each findings, discussions, conclusion, suggestion and limitation of the research are presented deeply in the paper.

Teaching young learners at primary schools is taxing even for most experienced teachers as teaching takes a toll on both the body and the mind. From this respect, the study aims to explore the potential relationship between two variables: age at the time of recruitment and stress in classroom management. Hence the work attempts to answer two questions. The first one discusses how the age of newly recruited EFL primary school teachers in Algeria correlates with their stress level and classroom management skills. The second ponders on whether professional development programs are tailored to address age-related considerations. In longitudinal research that extends over an eighteen-month period, the study utilized the mixed-method approach relying on two data collection tools: a questionnaire and interviews with triangulation in mind. The results indicate that a teacher being recruited at an older age, thirty or more (in the context of this research), can struggle with classroom management, energy levels, stress, and even their ability to relate to learners of various age groups.  Furthermore, teacher training does not incorporate any discussion on the potential impact of a teacher's age on classroom management, focusing instead on universal strategies that are deemed to fit all teachers.

Emo-educational divorce, a newly-coined concept in language teaching, refers to the loss of emotional involvement in education or a particular course. This study, adopting a sequential mixed-methods design, determines whether teacher income has any moderating effect on the relationship between classroom management style and emo-educational divorce. Moreover, the study aims to explore the teachers’ opinions regarding the role of income in the relationship between classroom management style and emo-educational divorce. In doing so, 160 English teachers from secondary schools participated in the study based on criterion sampling, and a pool of six teachers participated in the qualitative phase of the study based on purposive sampling. A number of instruments were employed to measure classroom management style and emo-educational divorce. To analyze the data, the Pearson product-moment correlation, One-way MANOVA, theme-based categorization including inter-coder reliability were conducted. The results confirmed a medium, negative correlation between classroom management style and emo-educational divorce. Moreover, the results showed that income could moderate the relationship between classroom management style and emo-educational divorce. Finally, regarding EFL teachers’ reactions to the role of income in the linkage between classroom management style and emo-educational divorce, the results of semi-structured interviews revealed nine common themes, including lack of buoyancy, demotivation, structured classroom, burnout, money, active participation, engagement, the dynamic nature of emo-educational divorce, and time-related issues. Finally, practical implications are suggested for EFL learners and teachers.  

Abstract While the instructional significance of teacher discourse is widely recognized, its interpersonal functions remain underexplored. This study employs Rapport-Management Theory (RMT) to analyze how a Chinese English as a Foreign Language (EFL) teacher, characterized by an authoritative teaching style, strategically utilized discourse strategies across illocutionary, discourse, participation, stylistic, and nonverbal domains to cultivate and sustain teacher–student rapport. The findings reveal that the teacher’s purposeful selection and integration of these strategies significantly enhanced classroom dynamics, effectively balancing authoritative instruction with student participation. This study extends RMT by identifying two key discourse strategies in EFL contexts: code-switching and collective turn-taking, which are particularly effective in fostering a supportive and inclusive classroom environment. Additionally, it underscores the interdependence between social and instructional dimensions in teacher discourse. Theoretically, this study bridges semiotics and educational practice, offering insights into how the symbolic nature of language shapes social interactions. Practically, it provides valuable insights for teacher training and professional development, equipping educators with the knowledge and tools necessary to adopt adaptive discourse strategies.

Classroom management involves all endeavors aimed at establishing an efficient and pleasant teaching and learning environment that can inspire learners to learn effectively based on their abilities. It encompasses a range of intentional activities conducted by lecturers with the goal of establishing and sustaining optimal conditions for the teaching and learning process. This research investigates practical management strategies for English as a Foreign Language (EFL) speaking class. Semi-structured interviews and active classroom observation were employed to collect the data. Three EFL lecturers from the English Department of Universitas Darussalam Gontor who provided English speaking classes participated in this study. The objective was to look into the lecturers' viewpoints and management of speaking classes and to examine the strategies they employed and the challenges they experienced. The findings show that the lecturers had implemented a variety of strategies, including setting discipline, physical environment, encouraging more usage of English, offering engaging topics, speaking correction techniques, and building excitement for content. The results also revealed that the lecturers encountered difficulties to manage their teaching. Challenges such as improper pronunciation, learners' low self-esteem, and shortage of lexical resources were among the lecturers’ obstacles. 

This study has explored to investigate whether the teaching years have anything to do with teachers' classroom management strategies. Also this study has investigated the relationship between teachers’ autonomy and their classroom management strategies. In other words, this study investigated the relationship between the level of teacher autonomy and the effectiveness of classroom management. Secondly, is there a relationship between teachers' classroom management and their level of autonomy based on their work experience? Also, the study wants to see if teachers' autonomy and years of teaching experience could predict their classroom management? And which of them is a predictor of their classroom management, teacher autonomy or teacher years of teaching? The participants of the study are 54 EFL teachers, working at grade 7-12, teaching at some high schools in Arak city. Most of the participants are BA and MA holders ranging in their year of experience from 2 to30. Two questionnaires are used in this research, Instructional management scale adapted from Martin and Sass (2015) to measure classroom management strategies and teacher work autonomy scale developed by Friedman (2005) to measure teacher autonomy. Pearson correlation method, linear regression analysis as well as Kendall correlation are used to analyze the research data. The study findings show that the classroom management strategies of English teachers are influenced by their autonomy. The findings also revealed that there was no relationship between teachers' classroom management strategies and their teaching experiences. Furthermore, the results indicated that teacher autonomy is a good predictor of classroom management.

: This study investigates the effectiveness of a program based on the task analysis approach in developing the classroom management skills of EFL in-service teachers of the primary stage. The study focuses on 30 teachers who were randomly selected from Ashmoun Edara, Al-Menoufiya Governorate. The study employed the quasi-experimental design in which one group (n=30). Instruments of the study were comprised of needs analysis, observation checklist, a pre-posttest, and a scoring rubric. The findings of the study revealed that the posttest and the post observation checklist scored significantly higher than those in the pretest and observation of the EFL in-service teachers of the primary stage. The results indicated a significant improvement in the teachers' classroom management , with notable advancements in their skills and teaching efficacy. Consequently, This research contributes valuable insights for enhancing teacher performance and supports the goals of Egypt Vision 2030, emphasizing the importance of targeted professional development for EFL teachers to improve educational outcomes.

Self-efficacy in classroom management is one of the important dimensions of the concept of teacher self-efficacy. Higher levels of classroom management self-efficacy (CMSE) have been positively correlated with an increase in teacher resilience and students’ learning outcomes. Therefore, it is crucial for teachers to develop CMSE beliefs to promote the quality of their teaching. Although the issue of classroom management has been comprehensively explored in the field of education, there are not many studies focusing on pre-service EFL teachers’ development of CMSE beliefs. Moreover, the relationship among several variables such as teachers’ affective states and students’ attitudes towards teachers or courses has been explored in the context of foreign language education (FLE). However, whether there is a relationship between self-assessment and development of CMSE beliefs in FLE settings has not been studied extensively. In this vein, the purpose of this study is to investigate pre-service EFL teachers’ CMSE beliefs depending on their use of the European Portfolio for Student Teachers of Languages (EPOSTL) as a self-assessment tool in their undergraduate education. This study follows an interventionist experimental design based on mix-method data collection. The participants of the study are 31 senior pre-service EFL teachers studying at a state university in Türkiye. Quantitative data of this study were collected through Teachers’ Sense of Efficacy Scale (TSES) by Tschannen-Moran and Woolfolk Hoy (2001) in the form of pre-test and post-test to the participants. Between pre and posttest period, the participants assessed themselves through the EPOSTL for three times. Qualitative data were collected through the participants’ reflective reports and semi-structured interviews and subjected to thematic analysis. The findings of the study have shown that the use of EPOSTL leads to an increase in participants’ level of CMSE beliefs. It may be stated that the wide-spread use of the EPOSTL can be fostered by designing language teacher education programs as more reflection-oriented. By this way, pre-service EFL teachers’ autonomy, CMSE beliefs, perseverance, and continuous professional development can be sustained.

Teachers’ role in improving the quality of the educational system is unquestionable. However, in order for teachers to fully and effectively play their role and help achieve the required educational objectives they have to be well-trained before their induction and the literature provides much evidence of this (Bozkuş, 2021). Hence, teacher pre-service training is a crucial stage in the early development of a teacher. The current study makes use of a mixed-method approach, including a questionnaire, semi-structured interviews, and observations to investigate the role of pre-service teacher training in developing EFL novice teacher classroom management competency. The participants were 43 Moroccan EFL novice middle school and high school teachers. The results showed that participants found classroom management challenging mainly due to the short and insufficient period of training in general and practicum in specific as well as the prioritization of theory over practice during training. Consequently, those novice teachers found themselves in a state of confusion about how to deal with such challenges which had an impact on their performance in the classroom.   Article visualizations:

Classroom management is one of the essential teaching skills required to be mastered by teachers, and its goal is to develop a conducive academic and social-emotional learning environment. This article reported the research exploration of how an experienced senior high school English teacher manages her class to make the students feel comfortable and motivated to learn English in the classroom. This research was designed as qualitative case study research and collected the data by observing and recording the classroom learning session and voice recording interviews. The thematic analysis revealed that an experienced senior high school English teacher managed her class by applying course-specific, teacher-specific, and group-specific motivational components to make students feel comfortable and motivated. The findings imply that English teachers create exciting learning activities besides morning storytelling to make students feel comfortable and motivated. The teacher prepares more teaching media for the materials well and thinks about the time spent on every activity in the opening, primary, and closing activities (in case of an unpredictable event).

As an irreplaceable component of teacher talk, discourse management markers (DMMs) act as prompters in EFL classes, which can facilitate the understanding and interactions between teachers and EFL learners. By doing qualitative and quantitative analysis, this study adopted a multi-layered study design, and the data were selected from the teaching videos of six EFL teachers. Through the analysis of the collected data, three conclusions are drawn. Firstly, among all the DMMs, Attention markers (AMs) are the most frequently used DMMs in the selected teachers’ discourse. Secondly, DMMs within different modes in EFL micro-classroom contexts may serve for various interactional and cognitive functions, such as signaling sequential relationship for learners, inviting for co-construction, marking topic changes, maintaining genuine linguistic communication, denoting the thinking process, reducing cognitive interference in seeking relevance, and foregrounding to channel attention. Thirdly, there are overuse and underuse of certain DMMs in terms of teachers’ actual use of DMMs.

This article explores how the principles of strategic management can be applied effectively in English as a Foreign Language (EFL) teaching. By drawing parallels between organizational success and student achievement, it explores how teachers can use strategic planning, needs analysis, differentiation, and continuous improvement to create a stimulating and effective learning experience for their students. The article highlights the importance of aligning with educational goals, understanding student needs, and taking a student-centered approach to improve instructional effectiveness. It highlights the importance of conducting a needs assessment to develop instructional strategies, as well as the critical role of curriculum design and resource allocation in accommodating diverse learning styles and maximizing student engagement. In addition, the article discusses the importance of assessment and monitoring to track student progress and make instructional decisions. Finally, it explores the importance of utilizing innovation and new technologies to enhance language acquisition and create a dynamic learning environment. By applying these strategic management principles, EFL classrooms can transform from static environments into dynamic centers for language learning where both teachers and students are active participants in the learning process.

The current paper aims to investigate university EFL teachers’ classroom management competency. Classroom management is essential for establishing an atmosphere favorable to learning as it comprises the techniques and processes handled by teachers to create an atmosphere that encourages both teaching and learning. The paper focuses on three aspects of classroom management competency, namely establishing rapport with students, managing time, and controlling the class. To bring about the set aims, a 15-item Likert scale questionnaire was administered to a sample of 37 EFL university teachers at the Department of English Language at the University of Zakho, Nawroz University, and University of Duhok during the academic year 2021-2022.  The collected data were analyzed using the one-sample t-test on SPSS software.  The findings demonstrated that teachers were competent in establishing rapport with students and possessed the competency to manage time effectively and control the class successfully. It is expected that such findings would make EFL teachers insightful to cope and catch up with modern professional teaching competencies.        

No abstract available

The aim of this study is to explore the classroom management techniques used in EFL classes by preparatory school teachers. To be more specific,  the study examines how effectively the teachers of EFL use classroom management techniques in their classes. The sample of the study consisted of 5 teachers from one preparatory school. The qualitative data analysis process has been used in this study to collect the data. In other words, the data were collected from five randomly selected participants by means of a 40-minute face-to-face interview of six open-ended questions. A qualitative method was used to analyze the obtained data as the researcher transcribed the responses so as to find out the common themes. The results of the study show that effective room management techniques, namely effective communication, the constant engagement of learners in activities, regular use of questions by teachers, use of behavior contracts, teachers acting as models of good behavior, and monitoring, are all used by the members of the sample. The study recommends that school administrators should regularly organize seminars that aim at training teachers on these classroom management techniques due to their important role in the teaching and learning process.

Classroom management has been of interest for decades. EFL Pre-service teachers at IAIN Syekh Nurjati Cirebon had experiences in teaching practices and classroom management. They had completed teaching practices at formal school for two months. This quantitative research employed factor analysis to determine the research variables that affect classroom management. The variables of classroom management involved in this study are discipline, organization of the lesson, interaction during the lesson, teacher-student personal communication, and psychological and social classroom environment. The findings show that the KMO Measure of Sampling Adequacy (MSA) number is 0.800. Because the value is 0.800 (> 0.5), it means that all factors influence EFL pre-service teachers’ experience in classroom management. This study highlights discipline as the main factors contributing to classroom management. This study also highlights the role of the university in preparing pre-service teachers to be ready for their future teaching practice. 

The aim of this article is to analyze how classroom management influences the acquisition of English language proficiency at the A2 level through a new academic management methodology. The relevance of the study lies in the number of students who fail to achieve certification of knowledge and skills through the application of the standardized A2 Key (KET) exam.

This quantitative and descriptive study aimed to analyze the classroom management strategies in EFL pre-service English teachers for young learners. This study was accomplished at the Technical University of Cotopaxi and the participants were 36 students from the eighth semester of the Pedagogy of National and Foreign Languages career who made their pre-service activities in some private educational institutions in Cotopaxi province. Data was collected by using a questionnaire with a 4-point Likert scale with 21 statements where the participants had to mark always, sometimes, frequently and never. The results showed that the pre-service teachers frequently use gestures and body language as a key resource for fostering comprehension in English as a Foreign Language (EFL) classes for young learners. Also, role assignment and predictable routines to effectively regulate behavior and encourage active participation. Finally, motivational practices to create safe and respectful learning environments where mistakes are considered part of the learning process are also frequently used. In conclusion, future teachers prefer to use practical and immediately applicable classroom management strategies that promote clarity, structure, and emotional security, rather than strategies that require more pedagogical planning or specific resources.

This study aimed to examine the personality traits, English language teaching methods, classroom management anxiety, and mindfulness levels of Turkish English as foreign language teachers to represent their profiles by adopting a whole teacher approach. This descriptive study followed a mixed-methods explanatory sequential design, including both qualitative and quantitative methods. Accordingly, the Big Five Inventory, Classroom Management Anxiety Scale, Language Teaching Methods Scale, and Freiburg Mindfulness Inventory were applied to 400 participants from different teaching contexts. Following this, semi-structured interviews were conducted with 34 participants. The results showed that Turkish EFL teachers were mostly agreeable, preferred active teaching methods, had high levels of classroom management anxiety, and were moderately mindful. Based on the inferential analyses, while the male teachers were more mindful, the female teachers who were found to be more neurotic preferred to use active teaching methods more. The findings suggest the need for targeted support in classroom management anxiety and mindfulness training for teachers. The gender differences highlight the importance of personalized professional development to address teachers' unique needs and improve overall teaching effectiveness. Since the teachers who were willing to participate in projects were more extravert and preferred active teaching methods more, project participation should be encouraged.

The use of students’ first language (L1) in second language (L2) classrooms has long been a topic of scholarly debate, oscillating between traditional monolingual principles and recent bilingual or translanguaging approaches. This study examines the perceptions of Moroccan high school teachers and students regarding the use of Moroccan Arabic (Darija) in English classes, and explores the extent to which their views align. The research was conducted in five public high schools and involved 79 students and 15 teachers of English. Data were collected through online questionnaires containing closed and open-ended items and were analyzed descriptively. The findings revealed that both groups hold generally positive attitudes toward the use of Moroccan Arabic in EFL instruction. Students favored frequent L1 use, especially for vocabulary comprehension, grammar clarification, and affective support. Teachers also acknowledged its pedagogical value but preferred limited and strategic use, mainly for classroom management, giving instructions, and explaining difficult concepts. The findings also highlighted the need for balanced bilingual practices that maximize learning while maintaining sufficient exposure to English.

This study examines the politeness strategies used in English as a Foreign Language (EFL) classrooms, with a focus on teacher-student interactions at St. Gabriel Senior High School, in Maumere. Adopting a descriptive qualitative approach, the study integrates Brown and Levinson’s (1987) politeness theory with Sack, Schegloff, and Jefferson’s (1974) conversation analysis. Data were collected through observations, field notes, audio recordings, transcripts, and questionnaires. To identify politeness strategies, thematic analysis was used, combined with Conversation Analysis to examine interactional features of the data. The analysis revealed that teachers predominantly used positive politeness and bald on record strategies to balance authority, clarity, and rapport. Positive politeness was evident in greetings, praise, empathy, and encouragement, while bald on record strategies were employed for instructional clarity and classroom management. Students frequently demonstrated negative politeness through short, respectful responses that indicated acknowledgement of the classroom hierarchy. CA revealed key interactional features, such as turn taking control, adjacency pairs, repair sequences, and pedagogically functional interruptions. Questionnaire results further confirmed students’ positive perception, which indicating that politeness strategies contributed to comfort, confidence, and active participation. These findings highlight the importance of politeness strategies in ensuring harmonious interactions, promoting engagement, and enhancing the pedagogical atmosphere in EFL settings.

Classroom management has a crucial role in teaching and learning. Classroom management involves aspects of teaching that are central to student learning and teacher success. Unfortunately, Urban and Rural EFL teachers often have difficult to face disciplinary problems and student’s misbehavior. The study aimed to analyzedifferences and the similarities of the classroom rules in the classroom management practice between urban and rural EFL teachers. To achieve the aforesaid purpose, this study employed a qualitative method including comparative analysis research design. The data collected through the interview. Two EFL teachers in different districts of Senior High Schools in West Java, Indonesia which is in urban and rural districts purposively selected as the participant. The finding showed that there were five characteristics of classroom rules considered similar between urban and rural EFL teachers, they were created collaboratively with students, specific in nature, publicly posted, taught to students, and clearly tied to positive and negative consequences. Moreover, there were differences in two characteristics, there were a number of rules and stated positively.

This study was addressed to answer the following questions; 1) what is the role of moving class in English Language Teaching? and 2) what are the advantages and disadvantages of the moving class system? The research method used in this study was descriptive qualitative with observation as the data collection technique. Beside observation, Focus Group Discussion and interview were also taken to strengthen the data. The data were analysed, interpreted and were used in the presentation and discussion of the findings. From the result, it can be concluded that Moving Class system has a significant role in English Language Teaching. It gives the ELT teachers more space to control their classroom to be in accordance to the subject they taught. A fully-controlled classroom will provides an effective and efficient learning process. Implementing Moving Class system can be beneficial for the implementer especially in Boarding School. It can reduce the possibility of sleeping students during the class. Besides that, Moving Class system can be as an orientation to the college system.Keywords: moving class; classroom management; EFL. 

This study was aimed to find out the problems in managing classroom and strategies to cope these problems. To achieve the aforementioned purpose, qualitative approach embracing case study was employed. The data are gathered through interview as instrument. The data were analyzed inductively that was transcribed, categorized, analyzed, interpreted and concluded. As the result, problems in classroom management divided into three kinds, there are: noisy classes along with talkative students, not focus, and arrange the bench. And strategies to cope that problems in managing classroom, there are: punishment, build the relationship with student in learning processes, motivates the student to study, and organize the activities. Furthermore, this study suggests teachers be motivates and manage the time to be effective in managing the classroom.

This study analyzed teacher talk in Indonesian EFL classroom. The research aimed to investigate the predominant speech act classification employed by the teacher, the factors influencing an EFL teacher using the predominant speech acts, as well as its impact on instructional activities. It applied a qualitative case study involving one English teacher as the participant. The study used Searle’s taxonomy of speech act classification as the instrument. Data were collected from the recording of classroom observation and interview. The finding of this study revealed the frequency of each classification found as the following: 69,4% for directives, 19,4% for representatives, 8,3% for expressives, and 2,8% for commissives. Directive speech acts were the most frequent used by the teacher in the classroom. The study further suggested that creating better classroom management and guiding the students became teacher’s reasons using directive speech act which potentially impacted instructional activities by influencing students’ behavior to be more attentive and engaged, making class operation smoothly, and creating productive and meaningful learning experiences. The results contribute greater insights to the dynamics of teacher-student interactions and may direct the development of effective pedagogical strategies to be used in EFL classrooms.

This research aims to analyze the classroom language used by a teacher of English department during the learning process. Mastery of a foreign language requires persistent practice and patience among students and teachers. Therefore, languages used in the classroom have a potential to help students produced good communication in the target language. This qualitative study was conducted with 1 male teacher and 22 second grade English major students who were learning writing. Data collection was carried out by observation and interviews both the teacher and 5 sample students and it was analysed with descriptive qualitative techniques. The results showed that the classroom language generally used by the EFL teacher were categorized into several types: instructions, questions, feedback and correction, clasroom management, building rapport, explanations, transitions, and encouragement. While for students, they used language revolved around their interactions within the classroom, both with their peers and teachers. It included phrases and questions that helped them manage their learning experiences, clarify instructions, and participate actively in classroom activities. The results of the analysis are supported by the observation checklists regarding how situations require certain types of language goals. The use of classroom language has different objectives according to the current situation within the scope of learning. The study offers practical recommendations for EFL teachers on how to effectively use different types of language to enhance learning outcomes, such as the strategic use of questions, feedback, and encouragement.

This study investigates the characteristics of code-switching (CS) in a Chinese primary EFL classroom, focusing on frequency and types of teachers' CS, as well as teachers' and students' attitudes toward it. Data on CS characteristics were gathered from three English classes using recording pens. Attitudinal data were obtained from separate questionnaires for teachers and students. Qualitative data (which include characteristics) were analyzed using thematic coding, while quantitative data (which include attitudes) were processed using SPSS 27.0. Results indicate that Year 4 teachers engaged in CS more frequently. Three CS types were identified, with inter-sentential switching being the most frequent in classes, followed by tag switching and intrasentential switching. Both teachers and students shared a positive attitude towards CS used by teachers in class management, subject access, and relation building. In EFL classrooms, CS, particularly inter-sentential switching, should be used to support teachers in these aspects.

No abstract available

This research aims to highlight the cruciality of error-correction phenomenon in l2 classroom setting by subjecting focus in exploring error-correction strategies amalgamated by teachers into their teaching methodology and its effect on L2 learners. It further encircles the following objectives: 1) to normalize errors for students, 2) to assert that linguistic errors require timed correction, 3) to bring awareness about student’s need and preferences in l2 learning, and lastly 4) to examine whether a perceptive gap of students and teachers exists regarding error-correction. A mixed-method research design inclining towards qualitive study approach, making it lean towards quasi-qualitative research design (QUAL+quan), has been selected; additionally, the population consists of entire L2 student body and teaching faculty of Punjab from which forty-four students and two teachers of grade seven from two private schools are sampled via convenience non-probability sampling for in-depth investigation. The tools include observational checklist to identify error-correction strategies, students' questionnaire survey quantified via Likert Scale and structured interview from the teachers to study their perspective. The research finds a strong perceptive gap between students’ needs and teachers’ practices along with a practice gap between teacher’s beliefs and her classroom practices with respect to method, frequency and time of correction due to which students’ linguistic performance and their perception towards errors has been severely impacted. Hence, the research recommends synthesis of diversified correction techniques tactfully by the teachers in their teaching methodologies to cater students' needs along with commencement of teacher-training programs and students’ feedback on classroom practices to enhance their learning.

Classroom Management (CM) possesses a key role in teaching in L2 classroom settings. So, it is fair to suggest that there is an increasing volume of research in addition to the research conducted in the mainstream CM studies. However, to our knowledge, the lack of research about cooperation among the insider and outsider stakeholders of L2 CM is still felt. Within this respect, the objective of this study is to explore how pre-service (PSTs) and in-service English language teachers (ISTs) view parent- and school administration-support in CM. Therefore, a semi-structured interview is utilised to delve into PSTs’ and ISTs’ stance towards cooperation with parents and school administration. Then, data yielded from the interview are analysed through content analysis. Thus, the outcomes have revealed some convergences and divergences between PSTs’ and ISTs’ views. Overall, some pedagogical implications are suggested to improve ISTs’ and PSTs’ classroom practices in tandem with L2 teaching pedagogy.

Pre‐service language teacher education classroom interaction serves as a prolific space for prospective teachers to study and practice language learning/teaching theories and methods and to construct disciplinary knowledge. Uncovering the interactional organization of extended arguments in such classroom settings may help better understand their affordances and inform teacher education professionals. However, there is a scarcity of research looking into L2 teacher education classroom interaction with a particular focus on classroom arguable sequences where extended disagreements emerge. Using multimodal conversation analysis to examine 19.5h of video‐recorded classroom interaction in a second language (L2) teacher education methodology course over a semester, this study investigates the interactional practices a teacher educator employs for the management of arguable sequences emerging from various topics. The analysis highlights three interactional practices found in such arguable sequences: (a) reformulating a student's utterance, (b) agreement‐prefaced disagreements, and (c) invoking sources of expert knowledge, which are used by the teacher educator to bring the arguable sequence to closure by eliciting agreement from opposing parties or ceasing any further opposition. These practices not only seem to facilitate successful management of the disciplinary talk between two or more students and/or the teacher educator but also foster emerging pedagogical foci to be negotiated in a shared space with all the participants through orientations to disagreement materials as learnables. This study offers pedagogical implications for language teacher education classroom interaction and contributes to the L2 teacher education literature.

This study investigated Teacher Talk (TT) quantity, TT quality, teacher questions and feedback to determine whether the teacher-student interaction practices in a Pakistani language classroom align with ESL (English as a Second Language) principles or not. For this purpose, two lessons in a Pakistani secondary level ESL classroom were recorded and analysed through conversation analysis (CA). TT was observed to dominate in the classroom. The teacher used display questions more than referential questions. There was a slight use of second language (L2) in the classroom that was limited to the use of key terms in the lessons. Feedback was romantic in nature. All of these practices were observed as less effective teacher-student interaction practices. Therefore, the study concluded that teacher-student interaction did not align with ESL classroom management principles. Since TT, teacher questions and feedback were the important forms of teacher-student interaction in an ESL classroom, this study suggested to manage TT, teacher questions and feedback in the Pakistani ESL classroom for effective L2 teaching.

Abstract Research in L2 writing assessment has overwhelmingly focused on helping students enhance their writing quality and global development in language proficiency by various means and approaches of assessment. However, studies of the learning on the part of EFL writing teachers, especially when engaging in collaborative assessment with students, are few and far between. This qualitative case study therefore fills this void of foregoing research by examining the learning and development of a Chinese EFL writing teacher who employed teacher-student collaborative assessment (TSCA) (Wen, 2016) in an L2 academic writing course. Drawing upon multiple types of data, three themes emerged with regard to the learning of the L2 writing teacher: 1) becoming more assessment literate and capable of providing constructive feedback; 2) gaining more efficacy in instructional tactics, student engagement and classroom management; and 3) developing a better understanding of students’ evaluation focus as well as their needs and expertise in writing. This study offers a robust picture of how TSCA can foster multidimensional teacher learning—cognitively, affectively, and relationally—affirming its value not only as an assessment tool but as a transformative pedagogical practice.

This study aims to reveal the factors caused by the teacher that reduce the motivation of the student towards learning Turkish. The findings indicated that demotivating factors were teachers’ instructional styles and teaching skills, teaching method, the teacher's personality, the teacher's attitude, the teacher's behaviors, the teacher's classroom management skills, the teacher's competence, the teacher's commitment to the job. This study theoretically extends previous demotivational measurements and the conceptual frameworks of L2 demotivational factors from English language learning to L2 Turkish learning. Also, It is important in terms of notable pedagogical implications are provided for L2 Turkish educators to reveal the demotivational constructions and to stimulate the motivation of L2 Turkish students. In addittion, It is essential for taking some remedial measures and taking into account the needs and expectations of the students while determining the teaching methods.

Learner motivation is a critical factor in the success of foreign language learning. This study investigated the instructional practices employed by Libyan secondary school EFL teachers and their perceived influence on learners' motivation, engagement, and confidence. In this study, learner motivation, engagement, and confidence are operationalised exclusively through teachers' perceptions rather than direct learner self-reports. A quantitative survey design was adopted, drawing on responses from 250 teachers across five secondary schools. A researcher-developed Likert-scale questionnaire, validated through expert review and pilot testing, measured ten dimensions of instructional practice. Descriptive and inferential analyses, including t-tests, ANOVA, correlation, and regression, were conducted using SPSS. Results indicated that teacher feedback, classroom interaction, and autonomy support were the strongest predictors of teacher-reported learner motivation, while cultural responsiveness and classroom management were weaker and less reliable indicators. Younger teachers reported greater use of innovative, student-centered approaches than their more experienced counterparts. These findings align with Self-Determination Theory and Teacher Expectancy Theory, underscoring the importance of competence, relatedness, and autonomy in fostering motivation. The study contributes empirical evidence from a rarely studied context, offering implications for teacher professional development, curriculum policy, and future research on motivational practices in EFL classrooms.

Simple, inexpensive and relatively durable, the board seems a natural part of class. Paradoxically, considering it as a teaching technique in its own right (Cuq & Gruca, 2005) may seem surprising, but in reality, it is the most widespread technological medium in the classroom. Therefore, writing on the board is a practice considered an integral part of the teaching profession in order to streamline the transmission of knowledge. Despite the fact that its presence is almost systematic in all classes, its use and management are little studied. Reorganizing, witnessing interactions and materializing the transition from oral to written, the functions of the board are multiple, however, are teachers and learners aware of this? What representations do they have of the painting? Indeed, we attempted through a semi-directive interview, intended for 4th AMlearners, to show whether they consider the whiteboard as a didactic tool and, to identify their representations in relation to the role that this tool would play in their learning in class, more particularly during a session of reading comprehension of an argumentative text. Furthermore, the preliminary results showed on the one hand the preponderant role played by the blackboard in the FFL class and on the other hand, that its management and organization are two factors which allowed optimal performance and a considerable contribution current teaching/learning techniques.

Classroom management is one of the most significant yet challenging issues in EFL settings, mainly when L2 writing, as a productive skill, is in focus. The present qualitative study explored EFL teachers’ challenges in managing their classes when instructing writing. Twelve Iranian university instructors selected based on purposive sampling volunteered to participate in the study. The data were collected through semi-structured interviews and thematically analyzed, resulting in four main themes in response to the study’s research questions. Two themes were related to teachers’ challenges: instructional challenges and students’ misbehavior challenges. One theme was associated with the participants’ negative feelings about managing writing classes, and the last theme included suggestions for better management of writing classes. The study highlights the problems EFL teachers encounter in their writing classes, hoping to attract policymakers’ and administrators’ attention to the teaching profession in EFL settings. The study has implications for teachers, teacher trainers, and educators.  Article visualizations:

Educational technologies have long been approved to influence several aspects of second/foreign language (L2) education. However, research on the impact of digital adaptive learning platforms/systems on L2 teaching is insufficient in the context of English as a foreign language (EFL). To address the gaps, this qualitative study intended to examine Chinese EFL teachers’ perceptions about the influence of such technologies on their pedagogical practices. A semi-structured interview was used to gather the data from 34 teachers. The results of thematic analysis indicated that digital adaptive learning platforms/systems had affected Chinese EFL teachers’ pedagogy in six venues of ‘teaching content’, ‘teaching methods’, ‘instructional resources’, ‘testing’, ‘classroom interactions’, and ‘classroom management’, which were found to be changing and enriching in light of such technologies. A detailed discussion of each finding is separately provided and implications for L2 teaching are enumerated to promote EFL teachers’ technological literacy, awareness, and practice.

This study focused on the use of tanslation in teaching listening for the eleventh grade. The aim of this study was to describe the use of translation and analyze the reasons of using translation in teaching listening grade eleventh at SMA Negeri 2 Kisaran. This study was qualitatively conducted that taken from one english teacher of SMA Negeri 2 Kisaran. The data were collected by using recording, interviewing and observing the whole processes of teaching listening. The findings of this study showed that there were 34 times of using translation found during three processes that they were conveying and checking meaning of words or sentences, explaining grammar and classroom management. The reasons of using translation in teaching listening were facilitating communication, teacher- student relationship and the L2 learning. The findings of this study revealed that translation contributed to the study of foreign language teaching especially teaching listening.

No abstract available

The impact of the non-native speaker’s (NNS) language proficiency on their personal teaching performance has often been an issue in TESOL teacher education programmes. To explore this issue a study was conducted to investigate the link between language teachers’ language proficiency and their teaching effectiveness. Classes taught by eight NNS teachers teaching the same or similar content were observed. Teaching effectiveness and teacher language proficiency were measured both through self-ratings and by independent raters. Teachers were compared in terms of such criteria as the quantity and quality of input provided, the amount and accuracy of metalanguage used, the extent and quality of feedback offered as well as classroom management skills. The results suggest that while language proficiency contributes to teaching effectiveness, other aspects of teaching are unrelated to a teacher’s command of their second language (L2).

No abstract available

This action research aimed to explore the effectiveness of Bug’s Life Board Game in improving Year Four LINUS pupils’ vocabulary. LINUS pupils faced a lot of problems in learning L2 vocabulary because they failed to achieve constructs 2 to 12 in the LINUS screening tests. This paper reports the teachers’ perspectives on how The Bug’s Life Board Game affected their vocabulary teaching and students’ learning. This action research involved five cycles carried out over the duration of 2 months. Multiple methods of data collection such as pre-test and post- test, interview and teacher’s reflections were used to triangulate the findings. The results showed significant improvement in the pupils’ vocabulary and the teachers reported that Board Game created fun learning environment; increased students’ motivation to learn English vocabulary, developed creativity in designing materials for LINUS pupils and improved classroom management. It is recommended that games to be used in enhancing English vocabulary for remedial students in ESL context.

No abstract available

ABSTRACT Engagement and willingness to communicate (WTC) are crucial elements for second language (L2) learning. However, little is written about whether L2 learners demonstrate heterogeneous patterns of engagement and WTC in the classroom. This study aims to identify intraindividual differences in these two constructs and examine the roles of eight achievement emotions in predicting these profiles. To this end, 607 Chinese college L2 learners were recruited to complete three valid scales. Latent Profile Analysis (LPA) using Mplus 8.7 revealed a four-profile solution: high engagement-low engagement (C1: 26.85%), moderate engagement-moderate WTC (C2: 48.11%), moderate engagement-low WTC (C3: 14.83%), and low engagement-low WTC (C4: 10.21%). Multinomial logistic regression analyses revealed that negative achievement emotions did not predict these profiles, whereas positive ones did. Particularly, enjoyment was a positive predictor for all profiles, with a decreasing order of impact (C1 > C2 > C3 > C4). Hope did not differentiate between C1 and C2 but showed a decreasing influence on the subsequent profiles (C1 = C2 > C3 > C4). Lastly, pride was a significant predictor only for C4 (C1 = C2 = C3 > C4). This study also discusses the theoretical and pedagogical implications and suggests directions for future research.

This study used idiodynamic methodology to investigate the dynamics of second language (L2) learners’ foreign language anxiety (FLA) and foreign language enjoyment (FLE), and the details of emotion regulation (ER) directed at managing these emotions, in pair‐ and group‐work speaking tasks performed by 10 advanced English‐as‐a‐foreign‐language (EFL) learners. L2 classroom tasks were video recorded and then while viewing them, participants registered their emotion ratings per second. In stimulated‐recall interviews, they revealed the causes of emotional intensity fluctuations and ER strategies used to manage the emotions. Additionally, the adapted Cognitive Emotion Regulation Questionnaire was used to collect quantitative data from a larger same‐population sample (N = 103). The major high ecological validity results concerned (a) the highly individual patterns of emotional intensity fluctuations, with FLA fluctuating more than FLE, (b) the common triggers and mitigators of FLA and FLE—including specific errors, performance deficits, and message‐conceptualization problems—and FLE triggers and mitigators related to its social aspect, (c) the varying degrees of the relationship between FLE and FLA, which depends on communication dynamics, and (d) a range of ER strategies, including their chains (sequences) and clusters (co‐occurrence), with a special focus on the most common category—namely, cognitive ER, some types of which emerged as automatic ER processes.

ABSTRACT Previous conversation analytic (CA) studies have explored how affiliation is created in L2 classrooms. This study adds to the research by documenting the opportunities for creating affiliative moments between teachers and students afforded by side sequences, an under-explored topic in L2 classroom research. A CA analysis of five side sequences occurring in 4 h of video recordings of an IEP grammar course reveals that the teacher and students deploy a wide range of interactional resources to display affiliation while mitigating disaligning moments, managing epistemic relations, and engaging in humorous talk in side sequences. These affiliative moments create opportunities for student engagement in ways that pre-planned instructional activities may not.

In an English classroom, classroom management is often associated with discipline and the regulation of student behavior to ensure order and focus. However, effective classroom management encompasses more than discipline, aiming to establish an environment conducive to achieving positive educational outcomes. This study explores the classroom management experiences and perceptions of 5th-semester English Department B Class students. As future educators, these students provide valuable insights into managing classroom dynamics and fostering student engagement. This qualitative phenomenological study adopts a descriptive approach, focusing on their strategies, challenges, and reflections in managing English classrooms. The findings emphasize the importance of developing facilitative skills, relationship-building techniques, and behavior management strategies early in teacher training. Effective teachers are those capable of employing tailored strategies to handle diverse classroom behaviors, from managing group dynamics to addressing individual student needs.

This study addresses the challenges of second language classroom management, specifically focusing on new teachers in elementary English classes. Classroom disruption poses a significant challenge impacting instruction and management, particularly for new teachers. Exploring the excitement and challenges of learning English as a Second Language and acknowledging the significance of active student participation, findings reveal gaps in ineffective classroom management strategies, insufficient positive behavior encouragement, and inadequate addressing of negative behaviors. The paper introduces a qualitative research design, utilizing purposive sampling and classroom observation. The paper proposes a gamification conceptual framework as a transformative solution for effective classroom management, validated through expert reviews, demonstrating the quantification of engagement and behavioral improvements. The study emphasizes the potential impact of gamified classroom management on student learning.

The paper's primary focus revolves around the pivotal role of effective classroom management in creating an optimal learning environment for students within the English department of an education faculty. Employing field research and a questionnaire, the researchers sought to gauge the significance of classroom management, drawing insights from the experiences and background knowledge of 105 students in their third and fourth years. The study identified key components for successful classroom management, encompassing curriculum and instructional aspects, teacher behavior, and the integration of management technology. The findings underscore the students' recognition of the critical importance of managing the classroom to ensure the smooth execution of learning activities and foster positive learning outcomes. The research advocates for teachers to prioritize various elements such as rule enforcement, strategic lesson planning, and active involvement in assessment processes. The paper concludes by asserting that language teachers must be attentive to the nuances of effective classroom management in their teaching practices, with the hope that the research's outcomes will serve as a valuable resource for language educators seeking to enhance their teaching methodologies.

This research article investigates classroom management in the context of English as a Foreign Language (EFL) instruction at QUEST Nawabshah, Pakistan. It explores classroom dynamics, teacher-student interactions, and the unique challenges within this educational environment. Using qualitative methods, including observations and focus-group interviews, the study identifies current classroom management practices and their impact on learners' motivation, engagement, and achievement. The participants in this qualitative research study include 20 English as Foreign Language (EFL) students. These students were purposefully chosen to reflect a variety of backgrounds, language proficiency levels, and experiences in EFL classes. The findings reveal teaching flaws, such as unclear instructions and limited interaction, along with learner issues like passivity and a fear of making mistakes. The article concludes by discussing practical implications and recommendations for enhancing EFL classroom management, benefiting both educators and students.

. Bullying behavior in the elementary school environment is a social problem that has a serious impact on the psychological and social development of students. This study aims to analyze the effectiveness of Arabic language learning as a preventive instrument against bullying behavior through a value-based character education approach. The research uses a qualitative approach with a case study design at SD Integral Luqman Al-Hakim Mataram. Data was collected through observations, in-depth interviews, and documentation of Arabic teachers, homeroom teachers, students, and school management. The results of the study show that learning Arabic that is integrated with the values of manners, empathy, and politeness contributes significantly to shaping students' social attitudes, strengthening a conducive classroom climate, and suppressing the tendency to develop bullying behavior. The process of internalizing values that takes place in a sustainable manner through pedagogical interaction and teacher examples has proven to be more effective than the regulatory approach alone in preventing bullying. This research provides a conceptual contribution in the form of a model of the relationship between value-based Arabic language learning, social attitude change, classroom climate strengthening, and bullying prevention, as well as expanding the perspective of Arabic language learning from linguistic functions to social-preventive functions in Islamic education.

No abstract available

The purpose of this research was to explore the roles of emotional intelligence in English language teaching. With the diverse identities and backgrounds of learners, teachers are more often subjected to deal with different emotions and outlooks in life. The growing pressure on teachers’ work and personal life would need a great emotional intelligence. I involved nine (9) public school teachers in Catalunan Pequeno National High School who are teaching junior high school learners. I categorized these participants into two groups: six (6) for in-depth interviews, and the remaining three (3) for focus group discussion. I utilized the phenomenological approach to collect authentic experiences from the participants. This research revealed the role of emotional intelligence in English language teaching, focusing on essential themes like managing classroom behavior, modeling emotional regulation, and supports differentiated and student-centered teaching. It explored on how teachers’ emotional intelligence impacts their students in the learning process. The result revealed that teachers’ awareness and knowledge of their emotions impacted students’ motivation, classroom management, and students’ attitudes towards learning English. These themes were essential to provide insights into how teachers perceived their emotions, react to students’ behavior, cope with varied challenges, and how they see the importance of the roles of emotional intelligence. Keywords: Emotional Intelligence, English Language Teaching, Student-Centered, Diffeerentiated

English has long been a primary medium of instruction in the Philippine education system, yet disparities in English proficiency persist due to variations in teaching quality, resource availability, and teacher training. This study explores teachers' experiences, challenges, and adaptive strategies in employing Task-Based Language Teaching (TBLT) to create an engaging and effective learning environment. Findings highlight that while TBLT fosters cooperative learning, critical thinking, and communication skills, teachers face challenges such as classroom behavior management, curriculum alignment, and resource limitations. Despite these obstacles, educators employ adaptive strategies to ensure meaningful learning experiences. Institutional support and innovative pedagogies are crucial for addressing these challenges and enhancing English instruction. Further research is recommended to deepen understanding of TBLT implementation in diverse educational settings. 

Education is a fundamental aspect of human life, providing the foundation for the development of human resources. Teacher competence, including pedagogical, personality, professional, and social skills, plays a crucial role in shaping students’ outcomes. Teachers are responsible not only for delivering knowledge but also for fostering students' character, learning ethos, and readiness for future challenges. The principal's role in organizing quality education is paramount, particularly through supervision. Supervision can enhance teachers' competence, improve classroom management, and strengthen the relationship between teachers and principals. This study investigates the comparison between teachers who receive supervision and those who do not, focusing on the impact of supervision on teacher preparation and behavior. The research adopts a qualitative descriptive approach using a case study method. Data was collected through interviews, observations, and document studies from five public elementary schools in the Diponegoro cluster, Punggelan District, Banjarnegara. The results provide insights into how supervision influences teacher performance and its role in optimizing student learning outcomes.

Abstract This study explores teachers’ use of Spanish in sixth-grade bilingual science classrooms at an urban middle school in Texas. We used a case study approach to study how two Spanish-English bilingual teachers utilized Spanish during instruction in a unit on space exploration and their beliefs on Spanish use in English-dominant science classrooms. The results showed that the teachers used Spanish mainly for classroom management purposes like redirecting behavior and reiterating instructions previously given in English. There were inconsistencies between teachers’ practices and beliefs regarding Spanish use. The school’s English-centered policy and a lack of validation of language as a resource for science learning hindered the use of Spanish as a tool for science learning. The implications of the findings for teacher professional development were discussed.

This paper discusses the importance of cultural identity on learning. Interactive activities such as discussions, debates, short presentations, and critical thinking are conducted during classes to increase student talk time and contribute to information exchange and the acquisition of language and knowledge in the field of tourism management. This study seeks to understand, through qualitative research, all aspects of this situation. Therefore, short surveys were conducted, several groups were created, and students’ behavior, interactions, and performance were observed in the classroom. The results of the survey are interesting because while several students were expecting a 90-minute lecture where they were going to sit and just listen, the normal learning expectation of those with a normal Japanese cultural identity, other students enjoyed the discussion within the groups and acknowledged that interactive learning added value to the content and language acquisition process because they could analyze the information studied during the lessons.

This study investigates the determinants of English language proficiency among students at Panyapiwat Institute of Management (PIM) in accordance with the Common European Framework of Reference for Languages (CEFR) standards. The determinant factors under examination encompass students' attitudes, prior English language knowledge, information-seeking behavior, satisfaction with English language learning, teachers' expertise, teacher readiness, teaching methodologies, familial support, environmental factors, and international exposure. Data were gathered through a survey administered to 469 PIM students, and the analysis employed Partial Least Squares Structural Equation Modelling. The findings revealed that five significant factors influence PIM students' English proficiency, namely their prior English language knowledge, inclination toward seeking knowledge, teachers' expertise, classroom environment, and practical language usage experiences. Additionally, the research demonstrated a noteworthy impact of students' Grade Point Average (GPA) and the time dedicated to learning English on their CEFR scores. This study contributes to the field by shedding light on the multifaceted factors influencing English language proficiency among PIM students, offering insights that can inform language education strategies and policies. It emphasizes the importance of prior knowledge, information-seeking behavior, teacher quality, classroom environment, and practical language application in enhancing English language skills. Doi: 10.28991/ESJ-2023-SIED2-020 Full Text: PDF

Commands are a crucial tool for classroom management used by the teacher to direct the students to start and end the activities. This qualitative descriptive research was aimed at identify types of students’ disruptive behavior that found at SD Lab Undiksha Singaraja especially in fifth grade, identify types of effective commands are given by an English teacher and analyze how the effective commands are given to students with disruptive behavior. This study was a case study research. The data were collected through observation, questionnaire, and interview.  The result of this study showed that students ‘disruptive behavior at SD Lab Undiksha Singaraja classified as The Immature category such as talking with their friend, paying no attention to the teacher and lesson, walking around the class, and making a noise. To overcome students’ disruptive behavior, the teacher was used several types of commands. There were five types of  Effective command such as Interrogation command, Don’t command, Indirect command, Regular command and Other command. Those commands were effective commands because there was compliance and response from the students.

This study aims to investigate effective teaching behavior (ETB) for undergraduate students among college teachers in China and to analyze their perceptions of ETB that contribute to academic success. In this study, a questionnaire was used with 152 college students as participants, and data analysis was conducted using SPSS ver. 23, including t-test, ANOVA, and factor analysis. The results revealed that teachers’ perception of ETB in blended learning (BL) contexts consists of four dimensions: classroom teaching organization, online learning management, diversified assessment, and individualized instruction. Among these dimensions, classroom teaching organization was perceived as the most effective, followed by online management, while diversified assessment and individualized teaching were considered less effective in implementing ETB in teaching practice. Furthermore, the study identified two categories of factors affecting ETB: internal factors of teachers (beliefs, capacity, and motivations) and external factors (online platforms, institutional environment, and students’ performance). The research findings suggest that the online platform factor and environment factor have the highest correlation coefficient with ETB, while the teacher factor has the lowest. Based on the findings, the study proposes implications and suggestions, such as building online resources and enhancing the multifaceted roles of instructors in BL contexts, to optimize teaching practices in higher education and enhance students’ satisfaction and academic achievement.

No abstract available

Gamification is a learning approach with effective outcomes on primary learners' involvement and learning. The purpose of this study is to evaluate the differences between the three types of gamification, namely points, levels, and streaks, in order to assess their potential impacts on the vocabulary learning progress and engagement of the primary English as a Foreign Language (EFL) learners. Ninety EFL learners aged 9-11 were assigned to one of the three gamified conditions and took part in the four-week classroom experiment, during which they practiced their vocabulary by using an EFL vocabulary app based on the retrieve-practice-learn principle and gamified with the three mechanics. Vocabulary achievement tests and engagement and motivation questionnaires, together with observations, were conducted to track the vocabulary performance and learning behavior of the participants. The outcome of the study indicated the benefits of all three gamified conditions, compared to the baseline data collected in the preliminary stage. As for the effect on engagement, students who were in the streak condition exhibited the highest rates of participation over the four-week period. In contrast, the level condition was found to have brought about the most progress in vocabulary performance. On the other hand, while the points condition demonstrated a potential for initiating short-term motivation, it may become redundant in the long run. In general, these three gamified components showed positive effects on the vocabulary progress and engagement of the primary EFL students and could therefore be taken into consideration when gamifying language learning. The findings of the study also suggest that a combination of points, levels, and streaks might serve as the best intervention strategy for sustaining the engagement and learning of primary learners. This study thus concludes that gamification can be effectively incorporated into primary EFL teaching, especially with the aid of technology. Further research might be conducted in the area of long- and short-term vocabulary retention, as well as age and task-specific gamification. In addition, the application of digital data analysis could be useful in this case.

. This article examines the role of brain breaks in higher education as a cognitive, motivational, and resilience‑building strategy. Brain breaks are short, structured pauses embedded within instructional time that allow students to shift concentration, reduce fatigue, and restore focus. Drawing on cognitive psychology, neuroscience, and classroom management theory, the paper argues that breaks are not interruptions but essential components of effective learning. They enable memory consolidation, activate different brain networks, and foster emotional regulation, thereby enhancing both academic performance and student well‑being. The study synthesizes existing literature and practical applications, highlighting evidence from diverse contexts. Research demonstrates that brain breaks improve concentration, engagement, and accuracy in English as a Foreign Language (EFL) classrooms, while also reducing stress and promoting confidence. Physical activities counteract sedentary behavior, breathing exercises restore calm focus, and mental diversions stimulate creativity and collaboration. Together, these strategies contribute to more inclusive and interactive learning environments.

Decision-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.

Classroom discipline is essential in ESL/EFL educational settings, as it directly influences students’ academic performance, participation, and the overall learning environment. Teachers must effectively manage discipline to ensure students remain attentive and that lessons proceed without disruptions. This study aims to explore common discipline problems in ESL/EFL classrooms, analyze their causes, and evaluate effective classroom management strategies. A systematic review of existing literature highlights key challenges, including disruptive behavior, lack of motivation, cultural conflicts, and language barriers. The findings suggest that both teacher-centered and student-centered approaches play crucial roles in addressing these issues. Additionally, culturally responsive classroom management and professional development are pivotal in equipping teachers with the necessary skills. Practical implications include adopting clear expectations, positive reinforcement, behavior contracts, and differentiated instruction to create a conducive learning environment. The study underscores the importance of ongoing teacher training and culturally aware discipline strategies in mitigating classroom management issues.

Interaction is becoming more important in English learning. Itis in relation with the need of the ability of the students tocommunicate in English. Success or failure in classroomlanguage learning typically has something, if not absolutelyeverything, to do with the nature of interaction that takes placeduring lessons. Language learning is the result of opportunitiesfor meaningful interaction with others in the target language.Learning to interact in English means learning to communicatein English. Interaction is an important aspect in languagelearning because it is what people do in daily lives. Thisresearch aimed to describe and interpret the meanings ofclassroom interaction. The instructor interacted with individualstudents by accepting feeling, praising or encouraging,accepting or using ideas of the student, asking questions,lecturing, giving directions, reminding noisy students, andhelping the student's work. In relation to the English lesson, thestudents interacted with their friends by talking about theactivity asked by the teacher, discussing the teacher's questions,and asking about difficult words or expressions.

The importance of classroom interaction in EFL (English as a Foreign Language) instruction is occasionally lost on educators. The interaction in the classroom is crucial to assimilating and embracing the target language. As a result of successful information transfer from the teacher to the students, good contact can lead to an increase in students' language acquisition. Because the focus of the classroom interaction study is on how interlocutors make meaning of one another's contributions, the findings can be used as a diagnostic tool to identify issues with discourse management and crucial occurrences that learners confront. Researchers used qualitative methods, including discourse analysis and case studies. Smaratungga Buddhist College Study College was conducted this investigation. The researchers anticipate that learners will be motivated and inspired by the interactional situation. This study focuses on how the teacher creates interaction in the classroom. The success of all outcomes depends on how well students interact. Researchers agree with their actions while they are interacting with the teacher or one another.

There are several issues associated with the teaching and learning of French Language in an Anglophone environment like Nigeria. For effective `interaction with the neighbouring countries, Nigerian citizens need the knowledge of French language. Nigeria is an Anglophone country that is surrounded by francophone countries. French Language teachers face a lot of issues while carrying out their day to day activities in the classroom. Some of them include mother tongue interference, lack of use of instructional materials, challenges of the modern technological facilities, confusion of the target French Language, hostile environmental issues, psychological issues, teachers’ personal issues and that of the learners etc. All these issues seem to affect the learning processes in the French Language classrooms. All the above constraints contribute to the poor performance of French language in Nigerian schools; this has led to poor academic achievement of students in French language which has spilled over to poor performance of students in both internal and external examinations.

Classroom interaction is defined as an interaction in order to transfer the knowledge from teacher to students or sometimes exchange ideas between student to other students. In order to reach students’ understanding about the material, interaction between teacher and students are crucial. As the result, this research aimed to analyze and compare the teachers’ questioning in two languages, English and Indonesian. Then, it applied a qualitative descriptive method as a research design. There were six English teachers becoming the participant in this research. The research gathered the data through observation by using video recording as the instrument. After that, the video was transcribed and it analyzed based on Sidnell’s theory (2013). The result of this research presented most English teachers asked questions through target and local language and content question was the highest percentage in both languages’ questions. In questioning, teachers mostly presupposed on asking the lesson so that they applied topic agenda and the answer over non-answer response preference for all aspects of questioning.

. Code-switching, defined as the alternation between two or more languages within a single interaction or discourse, has long been a controversial phenomenon in the field of foreign language teaching. Traditionally, monolingual approaches dominated language pedagogy, promoting exclusive use of the target language (TL) in the classroom and viewing learners’ first language (L1) as an interference or barrier to effective acquisition. However, recent developments in applied linguistics, sociolinguistics, and educational psychology have challenged this view, suggesting that code-switching may serve important cognitive, affective, and pedagogical functions. This article examines the role of code-switching in the foreign language classroom, addressing the central question of whether it should be regarded as a pedagogical tool or an obstacle to language learning. The study synthesizes contemporary theoretical perspectives and empirical research to analyze the functions of code-switching in classroom interaction, including classroom management, explanation of complex grammatical concepts, vocabulary clarification, affective support, and identity negotiation. Special attention is given to the distinction between teacher-initiated and learner-initiated code-switching

The importance of classroom interaction in EFL (English as a Foreign Language) instruction is occasionally lost on educators. The interaction in the classroom is crucial to assimilating and embracing the target language. As a result of successful information transfer from the teacher to the students, good contact can lead to an increase in students' language acquisition. Because the focus of the classroom interaction study is on how interlocutors make meaning of one another's contributions, the findings can be used as a diagnostic tool to identify issues with discourse management and crucial occurrences that learners confront. Researchers used qualitative methods, including discourse analysis and case studies. Smaratungga Buddhist College Study College was conducted this investigation. The researchers anticipate that learners will be motivated and inspired by the interactional situation. This study focuses on how the teacher creates interaction in the classroom. The success of all outcomes depends on how well students interact. Researchers agree with their actions while they are interacting with the teacher or one another.

Chinese language as a foreign language class, teachers often use a collaborative learning model, one of the main characteristics is interpersonal interaction, when interacting with other people, students are required to use the Chinese language as the target language to communicate. The purpose of this research is to identify suitable classroom activities for cooperative learning in Chinese language classes. This research is a qualitative descriptive research. The data source is students from the Chinese Education Program of the State University of Surabaya basic level to advanced level students, data collection was carried out in a natural setting. Data collection techniques used are complete participant observation and interviews. Four cooperative learning activities are suitable for Chinese as a foreign language class, including 1) conversation cards, 2) role-play, 3) story-telling, and 4) debate. It is not only to improve communication and cooperation or collaborative skills between students, but another purpose is to grow students’ foreign language expression skills. Teachers should give students feedback by correcting pronunciation in each class activity.

Nonverbal communication has long been neglected in the domain of teaching and learning, especially prior to the advent of Communicative Language Teaching in the 1970s and early 1980s. This new trend brought changes all over the teaching and learning process. Among these changes are the roles of both a teacher and a learner. The role of the teacher is of concern here because he/she becomes a facilitator, counselor, and animator. These new roles require a change in the classroom discourse. More importance is given to visual techniques and body language. Communication became the pivotal focus of the teaching practice, that is to say more importance is given to interaction in the target language over grammatical formalism. This importance of interaction calls upon the communicative competence of both teachers and learners. All these reasons taken together brought nonverbal communication to the surface. Thus, the choice of this particular topic rises from the awareness of its importance to both teaching and learning. The current paper brings light to the effect of non-verbal communication on the language learners, as well as, the importance of teachers’ awareness of their own non-verbal communications for an effective language teaching and learning. Questionnaires for students were developed based on EFL class observations. 30 students from academic lyceums, secondary schools and first-year university students and 30 English teachers from the same educational establishments were involved in the survey.

This study aims to enhance learners’ speaking competence, as they have experienced various hindrances in acquiring speaking skill during English course. These hindrances include passive classroom environments, uninterested lessons, a lack of interaction, the dominance of the mother tongue over the target language, and other related issues. They found speaking to be challenging, especially for transactional and interpersonal purposes in their English course. As a consequence, the speaking class did not run smoothly. The target participants of this study were 2nd semester students from Technique Informative program at STMIK Pontianak in the Academic year 2024/2025, consisting of thirty students with varying levels of English proficiency. Classroom action research was the research design applied by the researcher, using group work as one of the Communicative language teaching (CLT) approach to assist learners overcoming their speaking difficulties. This study employed both qualitative and quantitative methods. It consisted of two cycles, with three meetings in each cycle. Then, the observation list and speaking tests were used as research instruments to gain data, which were then analyzed using Simple Regression in SPSS ver.25. The outcome clearly proves that group work within the Communicative Language Teaching (CLT) approach significantly boosts learners’ speaking expertise, especially in using interactive language for transactional (delivering information) and interpersonal purposes (maintaining social connection) among learners during communication in the teaching and learning process, both inside and outside the classroom. This improvement is supported by observational data which show a shift in classroom dynamics—from teacher dominance in the first cycle to reduced teacher control and increased student interaction and participation in the second cycle, along with improved students’ speaking performance and also proved from the ANOVA table F is 26.852, sig. 0.00, means there is significant influence of group work of CLT approach in enhancing interactive purposes of learners’ speaking skill of target language

The use of L1 in language learning has become a debate for years. The opponents of L1 use argue that the use of first language (L1) may deprive the exposure of the target language (L2) that will affect learners L2 acquisition. As the consequence, learners must use L2 all the time for learning. However, the proponents say that there is not any evidence showing the use of exclusive L2 makes learners get higher achievement. Instead, the L1 enables learners to notice L2 features, to clear up misunderstanding, to learn vocabulary and grammar faster and to memorize the language. There have been a lot of studies conducted to see the perception of teachers and students on the use of L1 and the practice of L1 use in the classroom. However, few discuss the teacher and student interaction in the framework of IRF (initiation-response-follow up) exchange and Conversation Analysis. The teachers thought that the use of L2 should be used maximally, while students preferred combining L1 and L2 for learning. In the practice, L1 was still constantly used by teachers and students. Teachers usually used L1 for knowledge building and managing classes, while students used L1 for all aspects of learning.  

Within the communicative language teaching approach, current instructional materials often lack explicit guidance or fail to provide L2 learners with a wide range of resources in the target language. Conversation analysis (CA), which focuses on authentic talk, has been proposed as a potential resource for language classrooms. This study examines the effectiveness of using CA as a pedagogical approach in an EFL classroom and its impact on learners’ attitudes toward English language learning. The study engaged eight adult learners in a structured program, encompassing a pre-test, a 4-week explicit CA-informed instruction, and a post-test. After four weeks, learners demonstrated progress in their knowledge and skills of interaction, different aspects of English speaking, interactional competence, and confidence in speaking English. Additionally, the CA-informed instruction positively influenced learners’ attitudes toward English language learning and their appreciation of interactional features. The results strongly suggest that language teachers should consider incorporating CA insights into their teaching practices to enhance both linguistic and attitudinal outcomes.

This paper discusses the benefits of cooperative learning method in language teaching. The writer starts with the fact that English is a very important language in this era. In the next session, the nature of cooperative learning is presented, completed with the characteristic which are positive interdependence, individual accountability, promotive interaction, interpersonal and small group skills and group processing.The application of cooperative learning the language classroom gives some benefits. Two of them are that it is inclusive in that it accepts many different student, from the high achievers to the ‘handicapped’ ones, from the rich to the poor, from different ethnic group. They are all accountable. Besides, cooperative learning method also gives more students more opportunities to produces the target language at the same time. Yet, teachers should consider the inappropriateness of the input from the students and gives corrections in the best way. 

No abstract available

This classroom study investigated the effectiveness of form-focused instruction and peer feedback training to improve grammatical accuracy and thereby maximize learning opportunities during peer interaction. Eighty-seven third-semester learners of German were assigned to a PI group (peer interaction only), an FFI group (peer interaction and form-focused instruction), or a PFT group (peer interaction, form-focused instruction, and peer feedback training). During an instructional intervention over 3 class periods, participants in all 3 groups engaged in the same peer interaction activities, but only the FFI group and the PFT group received form-focused instruction on the grammatical target structure, the German present perfect tense. Critically, only the PFT group was trained to provide corrective feedback to peers. Results from a pretest and two posttests, all of which included an oral production task and an error correction task, showed that peer interaction was effective when combined with form-focused instruction, but more effective when peer feedback training was also provided to learners. These results underscore the importance of instruction on peer feedback for more successful peer interaction activities.

It is commonly agreed that learner target language output and spoken interaction are essential to communicative language learning. This video-based classroom observation study of five lower secondary schools in Norway investigated how second language (L2) English and third language (L3) French teachers responded to their students when they spoke the target language in class. Using categories and functions from classroom interaction research and corrective feedback research, L2 English and L3 French teachers’ response patterns to learner target language output were identified and compared. Findings indicated that L2 English teachers taught in a meaning- and fluency-oriented context, frequently ignoring errors and providing ample content-related responses, while L3 French teachers taught in a form-and-accuracy context, using varied strategies to correct errors and rarely engaging with the content of the learners’ utterances. The article discusses some consequences of this lack of context shifts within subjects and recommends an increased focus on contextual differences to facilitate mutual transfer of successful practices between contexts.

The purpose of this study was to design measures that should be included in a framework for the use of English as a Language of Learning and Teaching in a classroom interaction approach to enhance learners’ communicative competence in the Intermediate Phase. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learning while expressing themselves in the additional language. In the English as Language of Learning and Teaching (LoLT) settings, where it is an ongoing challenge to provide learners with practical learning and interactive learning opportunities, interaction activities such as discussion, storytelling, role-play, reading aloud and debate are seen as advancing measures, albeit there is superficial implementation of some of these activities in the Intermediate Phase LoLT classrooms. This multiple case study investigated the nature and scope of classroom interaction in teaching LoLT to enhance learners’ communicative competence. The study explored the teachers’ understanding of classroom interaction, teachers and learners’ beliefs and attitudes and the strategies used by the teachers in teaching LoLT in the classrooms. The research was undertaken at five public primary schools, but the focus was on the Intermediate Phase at Motheo District of Free State Province. It was found that most of the teachers still use the teacher-centred method while learners remain passive receivers. The study recommends that LoLT teachers should be trained to implement the classroom interaction using the interactive activities in additional language and create a conducive teaching and learning environment that permits the learners’ participation; the schools should have a parental involvement policy as a means of encouraging parents to be involved in their children’s learning; policy makers should include debate as an interactive activity in the Curriculum and Assessment Policy Statement (CAPS) document teaching plans in order for the teachers to fully implement it; and parents should be trained on how to assist with homework tasks and take responsibility for their children’s learning. Keywords: English as Language of Learning and Teaching, Curriculum and Assessment Policy Statement, Communicative competence

The article explores how multilingual practices are used as a scaffolding strategy in teaching German as a foreign language by teachers in Jordan. It examines sequences of interaction in university GFL language courses at different language levels in the context of Arabic, German and English. Learners and teachers, who took part in the study, are multilingual and use multilingual practices in different ways and to different degrees. The article focuses on sequences in various courses and course levels: e.g. as the linguistic act of explaining, modelling or questioning. The video-recorded data is analysed using (multimodal) interactional analysis. The study shows that teachers often use multilingual practices in classroom interaction as a scaffolding strategy for knowledge transfer and problem solving (e.g. through language comparison, questions or explanations), although communication remains largely in the target language, in this case German, so that the teaching objectives of grammar teaching are also achieved.

This study uses multimodal conversation analysis to explore “re-occasionings” in multilingual interaction recorded at a cooking school in Okinawa, Japan. We first examine the initial occurrence of a phrase that is treated as learnable by the recipients. We then consider how successive (re)orientations to shared interactional history with this phrase shape the trajectory of the activity across a period of 15 minutes. L1 contributions make the learners’ online (mis)understandings amenable to repair and occasion other formulations as requiring clarification. By embedding learnables within complex multimodal gestalts, the instructor provides the learners with further opportunities to hear the target phrase and understand it beyond its base definition. The learners display their evolving understanding of the learnables, which contributes to their socialization in terms of language use, cooking proficiency, and familiarity with the classroom pedagogical approach.

In Second Language (SL) classroom interactions, teachers and learners might face language mismatch due to learners’ limited target language (TL) linguistic resources. In such situations, communication strategies (CS) like approximation, non-verbal cues, code-switching, and others help to compensate for the breakdown. However, in most SL classes, teachers either do not use these strategies to ease interaction with their learners or use them without noticing their significance. Thus, it is questionable whether SL teachers are cognizant of the use of CSs when interacting with their learners. This paper examines teachers’ knowledge of the use of Communication Strategies (CSs) in Kiswahili as a Second Language (KSL) classrooms in Tanzania. In particular, the present paper seeks to determine the CSs used by KSL teachers and to ascertain their cognizance of the use of CSs in classroom interaction. The research on which this paper is based was a qualitative case study involving three KSL teachers, purposively sampled from the Kiswahili na Utamaduni (KIU) training centre. Classroom observation and personal interviews were used to collect data. Findings indicate that the teachers relied on code-switching and used CSs with limited knowledge of specific strategies. This study recommends that KSL teachers should be given awareness to be able to consider using recommended CSs effectively to facilitate classroom interaction. In addition, teachers’ training colleges should consider involving units on CSs in language teaching courses.

ABSTRACT Topic management is under-explored in language learning, teaching and testing settings. It may pose particular challenges in online intercultural exchanges (OIE) or virtual exchange (VE) because of differences in frames of time, space and culture. We investigate how language teacher trainees manage topic transitions in an OIE via videoconferencing where they design and test their own tasks. Using multimodal conversation analysis, we explore parallel cases of 30-minute exchanges by two trainee teachers with the same interlocutor (expert speaker of English). Findings indicate three essential features of a successful topic transition: timing of transition (mutual agreement on timing), signalling the transition (via verbal, nonverbal and material resources) and formulating work-thus-far, work-at-hand, and work-to-come. Trainee teachers employ multiple interactional resources including the task sheet as a transition-relevant object. We note differences in teacher trainees’ approach to time and task accomplishment, and how this enables or restricts intercultural dialogue. Results contribute to our understanding of topic management and VE interactional competence (VE-IC), and provide practical guidance for VE participants on how to manage topic transitions. The study also has implications for expert speakers’/teachers’ skills in leading instructional conversations in language learning settings.

The study aims to determine the effect of teacher-trainer’s feedback during peer-teaching micro- sessions and explore the perception of future English language teachers. Qualitative method was used to explore the data. The study was conducted with 40 future English language teachers via interview with open-ended questions together with close examination of reflective essays and video-recorded feedback sessions. A discourse analysis of feedback sessions was completed in order to identify how language was used and how it influenced the perception of feedback. The findings revealed that teacher-trainer tends to use politeness strategies in order to achieve mutual agreement with students and mitigate the criticism. Moreover, the form of giving feedback influenced how well it was memorized. The first   strategy which caused longest retention is the criticism followed by reasons and suggestion. While, on the second place was criticism that was elicited from future English language teacher by means of questions. It was also found that the opinion on practicality about feedback is changeable as students tend to give it more credits after some dedicated time to process and comprehend rather than immediate response to it. Lastly, it was found that not only conduction of demo-lessons, but preparation for them and passive observation of peer’s sessions can also contribute to development of important skills for teaching. 

Chinese teaching classroom is an important place for teachers to use discourse communication to cultivate students ' language ability and language communication ability. Appropriate teacher classroom questioning has three positive effects: for teachers, classroom questioning has the function of evaluation and is also a means of classroom management; for students, classroom questioning can attract attention, mobilize learning enthusiasm, inspire thinking and deepen memory; for teachers and students, classroom questioning can promote the emotional communication between teachers and students. Therefore, this paper focuses on observing the types and distribution methods of teachers ' questions in the classroom of Chinese as a foreign language. By repeatedly watching the classroom records, the data statistics and analysis of the observation items are carried out, and the problems existing in the classroom questions are pointed out and relevant suggestions are put forward to provide reference for international Chinese teachers to ask questions in the classroom.

Abstract: This study examines interaction patterns and turn-taking in classroom learning through a classroom discourse analysis approach. It aims to explore the communication dynamics between teachers and students using Language translator devices, identifying dominant patterns during the learning process. The research employs a qualitative method, with data collected through classroom observations using Language Translator Devices in the Class XI setting at Alagar Public School. Participants included one teacher and 28 students, making up 29 participants. The findings reveal the sequences that emerge from teacher-student interactions, via the Language translator devices particularly highlighting the importance of the Feedback sequence within the IRF (Initiation-Response-Feedback) framework in fostering dialogue between teachers and students. The study shows that the teacher dominates classroom communication 62.5% of the time, while students contribute 37.5%. since the teachers are talking in their regional language in the classroom, learners won’t be able to gain more knowledge of English. As we live in the era of technology, this study explores how technology tools like language translator devices help students learn English. The results of this research paper suggest that ineffective communication may contribute to students’ misunderstandings, limited critical thinking skills, and reduced responsiveness. It also proves that using technology in the classroom would foster students’ curiosity in learning language skills. The study’s insights can inform the development of more inclusive and effective teaching strategies that promote a balanced distribution of real-time translation and interaction through language translator devices, as it can translate into any regional language according to convenience. This research adds to the literature on Classroom Discourse Analysis through language translator devices by addressing gaps in understanding classroom interaction patterns and their implications for teaching practices, particularly regarding feedback in the IRF sequence. The findings offer valuable guidance for educational practitioners seeking to enhance students’ critical communication skills using technology tools like language translator devices. These patterns help bridge language gaps and support effective communication in diverse classroom settings, enhancing the learning experience for both teachers and students. Keywords: Language Translator Devices; Translation; Communication Patterns; Interaction; IRF; Turn-Taking

The paper presents the results of the phonopragmatic analysis of the communicative styles of BA students in teaching and CELTA candidates. The focus is made on classroom management and prosodic characteristics used in the speech of two groups of non-native informants. We aim to find the connection of speakers’ national identity and language teaching. Regarding pronunciation as part of a person’s identity, the authors carry out a comparative analysis of English and Russian cultures and examine linguistic and paralinguistic expression of national indexical features in communication. Singling out the strategies that allow teachers to carry out classroom interactions with their students, identifying the correlation of classroom interaction language and speech prosody with politeness strategies provide the novelty of the research. We clearly stated that conventionality of classroom language discourse varied at the level of prosody and reflected national specific characteristics in the speech of a foreign language teacher. Due to perceptive and analytical methods of analysis, we recognized that CELTA candidates follow standardized teaching framework requirements, whilst future language teachers demonstrate the influence of native language interference to a greater degree. The findings show that the tendencies that reveal the status inequality in classroom interactions between teachers and students are in the choice of prosodic features and language construction. University students in teaching realize strategies of positive politeness culture typical of their own Russian culture; in the group of CELTA candidates the level of phonetic competence and personal experience is higher thus they choose phonetic features characteristic of negative politeness culture.

The adoption of English as a medium of instruction (EMI) in Nepalese Community Schools has emerged as a significant yet contentious issue in educational discourse. This qualitative multiple-case study examines the gap between the intended implementation of EMI and its actual practices in three secondary schools within the Triyuga Municipality of Udayapur District. Drawing on data collected from in-depth interviews, observations, and reflective journals, this study incorporates perspectives from a diverse range of stakeholders, including head teachers, students, parents, members of the School Management Committee (SMC), and members of the Parent-Teacher Association (PTA). Guided by Pennycook’s post-colonial theory, this study explores how EMI is conceptualized, enacted, and experienced in these settings. The findings reveal that EMI is largely seen as a pathway to academic advancement and socio-economic mobility, often driven by aspirations for English language proficiency and global competitiveness. However, systematic challenges such as inadequate teacher preparation, a lack of clear government policy, and limited pedagogical interaction in the classroom have hindered the effective implementation of EMI in community schools. The study emphasizes the need for context-sensitive strategies, including teacher training, curriculum adaptation, and the establishment of a clear EMI policy.

No abstract available

In CSL/CFL classrooms, translanguaging has gained support for its ability to aid teachers in explanation and classroom management, and enrich students’ learning by bringing their experience and knowledge to the classroom. This study, employing Multimodal Conversation Analysis, investigates the co-construction of a translanguaging space in a novice CFL classroom and the coordination of diverse semiotic resources to enhance student participation. The analysis reveals a fluid and dynamic translanguaging space where students seamlessly integrate multilingual, embodied and material resources to participate actively while the teacher utilises various semiotic resources to foster understanding and facilitate their participation. The findings underscore the significance of establishing a translanguaging-friendly environment in CFL classrooms and also show the need for a nuanced understanding of translanguaging practices.

Based on the research of multimodal discourse theory and scaffolding theory, this thesis summarizes and analyzes the modes of combining two theories in the second language acquisition process, and summarizes the application method design of multimodal auxiliary scaffolding theory. This thesis will break the current situation of less research on the combination of the two theories, further study the relationship between various modalities and how to combine research and exploration with the scaffolding theory, change the traditional teaching mode, and change the "teacher-centered" to "student-centered", to stimulate students' interest in learning, enhance students' enthusiasm and initiative, strengthen students' memory and promote students' understanding and internalization of knowledge, thus promoting students' comprehensive improvement of comprehensive capabilities such as independent exploration, collaborative learning and meaning construction. Keywords—multimodal theory; scaffolding theory; applied

Effective teacher discourse is critical in improving English as a foreign language (EFL) education, particularly in junior high schools in China, where students are at a crucial stage in their language development. As junior high school students are at a pivotal developmental stage, this research investigates the discourse patterns employed by novice and expert teachers to assess their impact on students' engagement and language acquisition. Despite the extensive research on teacher discourse in higher education, a significant gap remains regarding its application in compulsory primary education settings. This study aims to fill this gap by examining the current classroom discourse patterns of EFL teachers in junior high schools to identify the distinctions between novice and expert teachers and explore the factors contributing to these differences. This mixed-methods study includes qualitative and quantitative analyses. Verbatim transcriptions of six classes were used to create a corpus exceeding 20,000 words. The data were analysed using cross-tabulation in Excel and Chi-square tests in SPSS 22.0, complemented by semi-structured interviews with selected teachers. The theoretical framework is grounded in Long's（1996）interaction hypothesis, which underlines the significance of communication in facilitating language proficiency through meaningful interaction, and the analysis follows Sinclair and Coulthard's（1975）discourse patterns. The initiation-response-feedback (IRF) and initiation-response-0 (IR0) emerged as predominant patterns among both novice and expert teachers. Novice teachers predominantly relied on the basic IRF pattern, while expert teachers exhibited greater flexibility and more frequent use of variant patterns, such as IRFR, I[RnFn] and [InRn]F. Such adaptability among expert teachers creates a more interactive and engaging learning environment, thereby enhancing student participation and language acquisition. The study also identifies a novel variant structure, IRnF, used more frequently by expert teachers, underlining the benefits of group work in fostering teamwork and independent thinking. Expert teachers demonstrated a greater propensity to adapt their discourse strategies to foster a more production-oriented learning environment, which was the main factor driving the teachers' differing discourse patterns. This study significantly contributes to the analysis of teacher discourse in the junior high school EFL context, providing empirical evidence and practical insights that bridge the gap between theory and practice. By elucidating the distinct discourse practices of novice and expert teachers, this study offers valuable recommendations for teacher professional development and highlights the importance of employing varied and interactive discourse structures to improve EFL teaching effectiveness. The study also provides valuable insights for educators striving to improve their instructional practices and the language acquisition in EFL classrooms.

ABSTRACT Teacher development programmes (TDP) have incorporated the use of digital technology as a support to promote teachers’ reflection on their practices. The aims of this study are: (1) To describe the process of change in teachers’ assessments of class sessions using a digital tool; and (2) To explore the teachers’ valuation of their participation during TDP. A mixed-method case study was carried out in two consecutive studies. The digital tool EVALOE-DSS was the main resource for the TDP in which 11 teachers from kindergarten to secondary education were involved. The results showed a significant increase in EVALOE-DSS scores for 10 out of the 11 teachers, reflecting subtle changes in the classroom dialogic management to improve the students’ oral language competence, going away from traditional expositive lessons. In addition, teachers perceived a positive valuation because the TDP helped them to introduce changes and improvements in their classes through individual and collective reflection.

This study, grounded in Systemic Functional Linguistics, examines the form and distribution of mood and modality in English classroom discourse by the winner of the Special Prize at the 12th "Foreign Language Teaching Society Cup" National College Foreign Language Teaching Competition (English Major Group). It reveals how interpersonal meaning is realized in the teacher's discourse and explores teacher-student relationships. The analysis shows a predominant use of the declarative mood, followed by interrogative and imperative moods. This balance reflects the teacher's dual role as both knowledge disseminator and facilitator of student participation, steering away from a wholly authoritative position. Minimal use of the imperative mood suggests discussions are mainly informational, reducing student pressure and promoting an equal and harmonious classroom atmosphere. Declarative moods serve multiple functions, whereas interrogatives stimulate student engagement. Modal preferences indicate a balance between directive and facilitative communication, emphasizing low modal values to foster respect and a student-centered approach. This strategy illustrates the teacher's respect for students, embracing roles such as guide and observer, and offers insights for creating inclusive and effective university English classrooms.

This study is carried out to show and shed light on the characteristics and factors that any good  English Language teacher should have. Indeed, having these characteristics and factors help in mastering the class and thus, lead to good results. For this purpose, a questionnaire for Jazan University English teachers was used for data collection. The Statistical Package for Social Science Program (SPSS) was used for data analysis. The results and findings of the questionnaire revealed some general and personal characteristics. For example, teacher-student good relationships, teacher’s physical appearance, educational and pedagogical competence, classroom and time management, dealing with the problems inside the classroom, teaching methods and plans diversity, language proficiency, and moral characteristics such as justice and equality among students. Some recommendations were given by the researchers such as: the above mentioned characteristics and others are too important to be obtained by English Language teachers as an essential part in learning process so as to give the required results and outcomes.

This study examines the integration and progression of High-Leverage Practices (HLPs) in a Chilean English language teacher education practicum program. Using a mixed-methods approach, we analyzed documentary evidence and survey data from 283 preservice teachers and seven tutor teachers to assess HLP implementation across practicum stages. Findings revealed inconsistencies in HLP exposure, with gaps in structured progression affecting teachers' confidence and instructional adaptability. While HLPs exposure was associated with improved classroom management, misalignment in mentorship and feedback practices hindered optimal application. Some HLPs, such as lesson planning and student engagement, are well-integrated, whereas others, like real-time formative assessment and differentiated instruction, are inconsistently addressed. The study proposes a structured model for progressive HLP integration, ensuring coherence between theoretical instruction and classroom practice. Findings highlighted the need for targeted mentorship training and refined assessment frameworks to support pre-service teachers effectively. This research contributes to practice-based teacher education, emphasizing the importance of systematic HLP progression for developing confident and adaptable educators.

Discourse markers (DMs) play a critical role in facilitating understanding for English as a foreign language (EFL) learners and helping them navigate the complex communicative environment of the classroom (Walsh 2013). They contribute to the coherence and flow of spoken discourse, aiding both comprehension and interaction. In addition to aiding in the structuring of discourse, they enable teachers to clearly indicate relationships between different phases of the lesson, facilitating students’ comprehension of the instructional content. While considerable attention has been given to the use of DMs by EFL learners—and, to a lesser extent, teachers—there is limited research on the specific use of “and” as a discourse marker, particularly within EFL classroom contexts. Most studies on teacher discourse focus on a range of DMs without closely examining the role of individual markers in structuring pedagogical discourse. The present study aims to address this gap through a qualitative analysis of “and” as a DM in teacher talk, focusing on data collected from 8 Croatian EFL teachers working with primary (aged 12–13) and secondary school students (aged 16–17). The study reveals that “and” serves as a valuable and versatile DM, fulfilling several key pragmatic functions in teacher talk. It was primarily used to mark elaboration, continuation, and sequences, and to structure discourse by signalling topic changes, introducing questions, and making continuity more salient, helping to scaffold classroom interaction and maintain coherence. The findings highlight how this simple, yet frequent DM supports teachers in managing classroom communication, facilitating interaction, and enhancing overall classroom management. By shedding light on the diverse functions of “and,” this study contributes to the growing body of research on discourse markers in EFL teaching and underscores their pedagogical importance in fostering effective teacher-learner interaction.

This study aimed to explore classroom management (CM) practices at a higher education institution in Oman. The study deployed observation to gather data from a sample which comprised7teachers to identify misbehavior learners display in classrooms and approaches teachers adopt to manage such misbehavior. The results of the study indicated that misbehavior included, but not limited to, the misuse of technology and native language among learners. Further, in most situations, direct conversations were used to deal with misbehavior. Based on the findings, some recommendations were given to enhance the quality of the teaching- learning process.

No abstract available

The use of information and communication technology (ICT) is reviewed in this article. Multimedia technology is just a teaching tool that may be utilized to improve the classroom experience; the concept of bringing multimedia into the classroom is not new. The purpose of this essay was to look at the perspectives and first-hand experiences of English language teachers on how ICT affects classroom management. A case study methodology, a subset of qualitative research design, was employed in this study. ICT is heavily used in management classroom training because teaching the development of a broad range of technical, social, and conceptual skills is necessary for management. English language instructors gain from the use of ICT since it improves instruction efficiency, inspires students to learn, and simplifies classroom operations.

A private university in Indonesia has implemented English Medium Instruction (EMI) classes in order to support internationalisation programmes. This policy entails using English as the instructional language in the classroom. This case study examined the teaching practices of seven content lecturers from the Biology, Physics, Mathematics, and Primary Education Departments in EMI classes, focusing on classroom management. Additionally, it explored 208 students’ perceptions in this setting. Data were collected through class observations, questionnaires, and interviews. The findings suggest that effective classroom management by lecturers leads to increased student participation and engagement. The lecturers employed various organisational, teaching management, and teacher-student relationship strategies to manage their classrooms. These findings provide valuable insights into maximising classroom management in an EMI setting, which can enhance critical reflection and support the implementation of EMI classes. The study also highlighted the students' perception of participation and interaction in the class, confirming that lecturers who lack effective teaching skills and multimodal strategies result in passive learning among students.

: The paper focused on English language teachers’ epistemological beliefs and their classroom management practices at intermediate level. The study aimed to find out the most frequently employed classroom management strategies of English language teachers, what epistemological beliefs do English language teachers hold? and, how do the epistemological ideas of English language teachers influence their methods of classroom management? Population of the study consisted of English Language Teachers at public and private colleges in district Mardan, Khyber Pakhtunkhwa. In this study, 14 English language teachers were selected purposively for interview. The researcher employed semi-structured interview to collect data. Results demonstrated that English language teachers who adopted learner-centered approach at the behavioral and instructional dimensions had faith in students' active participation and acquiring knowledge. This means that factors influencing the construction of knowledge included learning effort, critical thinking, and other context-specific characteristics. The study found a link between English language teachers management style and the sources of knowledge they consider to be valid.

This study investigated the level of implementation of classroom management practices and how it affects performance of learners in English Language in private primary schools in Katsina-Ala Local Government Area of Benue state, Nigeria. Five null hypotheses were formulated to guide this study. A sample of 200 teachers was selected using random sampling technique across a population of 746 teachers from all the private primary schools in the research area. The instrument for data collection was a self-developed questionnaire. The mean and standard deviation were used to answer the research questions while Spearman’s rho was used in testing the hypotheses at 0.05 level of significance. The findings of the study reject all the null hypothesis in favour of alternative hypotheses and recommend that positive reinforcement, motivational practices, good teacher-learner relationships, effective communication and good use of instructional materials be implemented in classroom management in schools as this can improve performance in English Language.

Technology has become a defining feature of contemporary classrooms, influencing instructional design, student engagement, and overall classroom dynamics. In English Language Teaching (ELT), the integration of technology has shifted traditional practices, offering opportunities for innovation while introducing new complexities. This study uniquely investigates the relationship between technology use and classroom management among secondary English teachers, explicitly addressing a gap in the literature where these factors are often studied separately. It examines how digital tools influence instructional organization, behavioral management, and interaction patterns. A quantitative descriptive-correlational research design captured the extent of teachers' technology use and its relationship to classroom management strategies. Survey data were collected from English teachers in urban secondary schools. The descriptive component identified prevailing patterns of technology use and classroom management approaches, while the correlational analysis explored the associations between variables. The findings indicate that technology use has a substantial impact on all dimensions of classroom management, with behavioral control and instructional organization showing the highest mean scores. Teachers use a variety of digital tools with clear pedagogical purposes and moderate to high competence. Significant positive correlations exist between technology use and all variables related to classroom management. Overall, these findings provide strong evidence that effective technology use enhances classroom management practices in English classrooms. By contributing to the growing body of research on technology-enhanced pedagogy, this study provides practical insights for educators, administrators, and policymakers. It emphasizes balancing innovation with structure, ensuring that classroom technology fosters inclusive, engaging, and well-regulated learning environments.

This study is intended to reveal the virtual field experience of preservice English language teachers and investigate the impacts of Covid-19 enforced virtual field experience on the classroom management concerns and priorities of the participants. Within this scope, the present qualitative study included eight senior-year preservice English language teachers enrolled at a public university in Turkey and portrayed their three-month online practicum experiences by collecting data from reflective diaries, semi-structured interviews, and classroom observation records. The findings obtained by analyzing the data within the framework of grounded theory with the aid of qualitative data analysis software revealed that the virtual field experience process caused a serious impact on the classroom management concerns of the participants that were observed to be communication-oriented, lesson planning and instruction oriented, discipline-oriented and learner and teacher-oriented aspects. The findings further revealed that virtual field experience increased the participants' concerns about professional development which implied that it could be used as an alternative if it is revised and redesigned        

This study investigates how classroom management strategies cobinet with interactive learning media optimize English learning among Grade 7 students at SMPI Darul Muttaqien. Using a descriptive qualitative case study approach, data were collected through classroom observations, interviews with the English teacher and students, and documentation of instructional materials. The findings reveal two major insight. First, the consistent reinforcement of clear classroom rules significantly improved student dicipline, with more of students demonstrating stronger compliance. Thereby creating a more conductive learning environment. Second, the integration of interactive digital media enhanced student’s motivation, participation, and confidence in using English, resulting in more active engagement during vocabulary and speaking activities. Students became more active during vocabulary and speaking activities, and the classroom atmosphere shifted from passive to dynamic and collaborative. These findings contribute to growing body of literature on classroom management and technology-supported language learning, demonstrating that structured behavioral reinforcement and digital tools can jointly enhance language learning outcomes. The study recommends that teachers consistently enforce clasroom rules and integrate interactive media to sustain student engagement. Future studies are encouraged to explore the long-term impact of digital media and examine classroom management practices across diverse school contexts.

The aim of this research is to highlight the ways of an English teacher managing classroom interaction at SMPN 1 Lilirilau, Soppeng. It utilized a case study research design with one seventh-grade English teacher as the subject of this research. The research instruments were an observation and interview to strengthen the data gain through the observation coming with three qualitative data analysis methods, namely data reduction, data display, and the verification of conclusions.  The data analysis found the five key aspects of classroom management were utilized by the teacher in English classroom interaction, namely (1) physical classroom design, (2) rules and routines, (3) teacher-student relationship, (4) engaging instruction, and (5) discipline. The physical design of classroom involves a modified U-shape seating arrangement, fostering interaction; rules and routines emphasize attentive listening, hand-raising, and punctuality, with specific routines for movement and learning process; positive teacher-student relationship contributes to a comfortable class atmosphere facilitated by a number of interactive teaching methods and game-based learning; effective classroom discipline remains a challenge, with unresolved issues potentially disrupting learning. These findings effectively lead the teacher to manage the classroom interactively and to avoid having some disruptive behaviors of the students in learning English as a foreign language.    

Teachers’ proactive and reactive classroom management strategies are a significant component of teaching effectiveness. Teachers need to develop such strategies to structure a positive classroom environment. In addition, teachers’ self-efficacy beliefs concerning their classroom management strategies are equally significant. This research aimed to identify the teachers’ effective proactive and reactive classroom management strategies. It also sought to investigate the obstacles that inhibit proactive classroom management use and identify the association between teachers’ self-efficacy and classroom management practices. The research adopted a mixed-methods paradigm, consisting of two tools: a questionnaire and semi-structured interviews. The sampling included 80 Saudi teachers of English as a foreign language (EFL) participated in the survey and eight teachers participated in the interviews. The results showed that EFL teachers find proactive classroom management strategies more effective than reactive strategies. In addition, there was a difference between novice and experienced teachers’ effective classroom management strategies, in which experienced teachers found proactive strategies more effective. The findings also indicated that there are four types of obstacles that hinder proactive classroom management strategies. System-related obstacles (subject-centered curriculum and institutional rules), system/teacher related obstacles (institutional rules and teachers’ predispositions concerning e-tools), teacher-related obstacles (lack of understanding of the discipline plan), and student-related obstacles (unmotivated students). The final finding cited the positive association between teachers’ high self-efficacy and proactive classroom management application.

Abstract English medium instruction (EMI) as a language policy in higher education is based on monolingual conceptions and limits the use of the full linguistic repertoire of bilinguals/multilinguals in the university classroom. Informed by the constructs of language ideology (Spolsky, Bernard. 2009. Language management. Cambridge, UK: Cambridge University Press), translanguaging (Li, Wei. 2018. Translanguaging as a practical theory of language. Applied Linguistics 39(1). 9–30) and pedagogical translanguaging (Creese, Angela & Adrian Blackledge. 2010. Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal 94(1). 103–115), this case study aimed to examine the ideologies held by micro-level stakeholders (i.e., teachers and students) towards institutional English-only EMI policy, translanguaging, and the significance and scope of pedagogical translanguaging in EMI classrooms. Semi-structured interviews were conducted with six teachers and 10 students at a public research university in Malaysia. Also collected were a variety of publicly accessible institutional documents, including the focal university’s programme brochures, promotional materials and policy statements on its website. Analyses of the interviews and documents revealed that although EMI was officially adopted in the programmes, both teachers and students advocated for translanguaging and underscored its important role in the transmission of new information, effective communication, and scientific meaning-making. In light of these findings, the study concludes that an inclusive language policy is required that allows teachers and students to access all their linguistic resources.

This study explored the experiences, perceptions, and instructional practices of Filipino and foreign teachers in inclusive classrooms, with particular focus on the influence of length of service. Using a qualitative research design, semi-structured interviews were conducted with ten teachers of varying career stages, from novice educators to veterans with over 25 years of teaching experience. The study sought to examine how teaching experience shapes instructional strategies, classroom management approaches, and professional development needs. Findings revealed that the length of service significantly affects teachers’ adaptability, confidence, and decision-making in inclusive settings. Veteran teachers emphasized the integration of traditional and modern methods, small-group instruction, individualized education plans, and proactive classroom management techniques. Conversely, early-career teachers focused more on procedural rules, maintaining authority, and following prescribed strategies. Minority perspectives highlighted the value of relational, nurturing approaches, as well as self-directed learning and peer collaboration over formal training programs. Challenges faced by teachers included managing diverse learner needs, language barriers, cultural differences, and time constraints. Participants emphasized the significance of professional development programs, particularly those incorporating hands-on workshops, mentorship, and student-centered practices. Based on these findings, the study recommends tailored training programs that balance formal instruction with experiential learning, peer collaboration, and opportunities for reflective practice. This research contributes to a deeper understanding of how teachers’ professional backgrounds and career trajectories influence inclusive pedagogy, classroom management, and student engagement. Insights from the study inform policy, teacher training initiatives, and mentoring programs, ultimately supporting the enhancement of instructional quality and inclusive education outcomes.

Songs have long been recognized as a useful resource in language education. This article examines how incorporating music and songs into English language learning can support vocabulary acquisition, listening comprehension, pronunciation, learner motivation, and cultural awareness. Drawing on current research and classroom experiences, we outline the theoretical foundations for using songs in language instruction and review empirical evidence of their benefits. Studies show that English learners can acquire new vocabulary incidentally through song lyrics, improve their listening skills via music-based lessons, and even develop better pronunciation by singing along in the target language. Songs also create an engaging, low-anxiety learning environment that boosts motivation and provides authentic insight into cultural contexts. Practical strategies are discussed for effectively integrating songs into English classrooms, along with potential challenges such as song selection and classroom management. The conclusion emphasizes that, with thoughtful implementation, songs are a powerful complementary tool for English teachers and learners, enriching the language learning experience in multifaceted ways.

This study aims to describe the implementation of differentiated instruction in multi-level English language classrooms among undergraduate Management students at Mandalika University of Education. Employing a descriptive quantitative approach, the study involved 35 student participants during the 2025/2026 odd semester. Data were collected through questionnaires, classroom observations, and focus group interviews, then analyzed using descriptive and thematic techniques. Findings reveal that differentiated instruction-adapting materials, teaching processes, student products, and the learning environment-effectively enhances student participation, motivation, and achievement across all proficiency levels. Notably, significant improvement was recorded among students at the basic proficiency level, and the classroom climate became more inclusive and supportive. These results reinforce the role of differentiated instruction as a key strategy for teaching English in heterogeneous higher education settings, though institutional backing and ongoing professional development for instructors remain essential.

Within the context of the emerging 21st-century educational paradigm, traditional pedagogical approaches and classroom management strategies increasingly become inadequate to respond effectively to the emerging complex issues in the classrooms generated by diversity in student populations. Precisely, this study aims at exploring the complex challenges that beginning teachers face in Bangladesh and will particularly investigate their instructional strategies and classroom management. Based on a qualitative methodological framework, this study relies on data collected through reflective journaling, note-taking, peer discussions, and instructional observations. The findings underline the crucial importance of micro-teaching, along with reflective lesson planning and material design, combined with a basic acquaintance with Second Language Acquisition (SLA) theories. The combination of these elements, with a structured approach to peer feedback and self-reflection, has shown the potential of increasing the teaching competencies needed for 21st-century English language classrooms in Bangladesh. Furthermore, this study has shown the requirement for the development of clear teaching philosophies, appropriate choices regarding pedagogical resources, the use of multi-modal teaching methods, and being student-centered—all of which have been associated with improved learning outcomes. This study therefore also found that micro-teaching sessions could be an essential vehicle for improving the pedagogical methods and professional competencies of teachers. It therefore encourages the systematic introduction of teaching practicums coupled with classroom management training as core structures for teacher preparation and lifelong professional development in Bangladesh and in broader educational settings.

No abstract available

Even though the importance of corrective feedback (CF) is widely recognized, there is no agreement on the most effective type of CF for promoting self-regulation. Thus, this study adopts a sociocultural perspective on learning and employs dynamic assessment (DA) as a CF form. DA is considered a theoretically promising approach to CF as it focuses on the learning process rather than the end product. Instead of the common teacher-learner interaction, this study initiates a teacher-learner group interaction with the support of text chat. Text chat helps teachers to cater to all students in the class simultaneously through several chat groups. This longitudinal study was part of an ongoing, university-level three-month English-as-a-second-language course. The findings demonstrate that this collaborative approach facilitates self-regulation through teacher mediation and peer scaffolding, and that the text chat supports implementing DA in the classroom while its features support mediational and reciprocity moves of the DA process.

Learner agency is frequently advocated as a basic principle of contemporary language education, involving learner engagement and autonomy. This principle is supported by research in the fields of Self-Regulated Learning (SRL) and formative assessment (FA). These two perspectives may be further linked to models of feedback in the sense that feedback is not only related to feedback on tasks, but also to learning strategies and self-regulation. Related to this, there is evidence that self-assessment (SA) and communication strategies (CSs) have potential for advancing student learning in the language learning classroom. In the national curricula of foreign languages in the Nordic countries, the concepts of learner agency and self-regulated learning are emphasized as important for developing students’ proficiency. However, in the research literature, little attention has been paid to the combined strategies of SRL and agency in relation to learners’ oral skills. In this article, we discuss factors influencing the usefulness and effectiveness of feedback and how SRL and FA, more specifically SA and CSs, may promote oral skills in the foreign language classroom. Finally, we stress the need for more empirical studies, involving teachers and researchers, examining SRL strategies and learner agency in a Nordic school context.   Keywords: Learner agency; formative assessment; self-regulated learning; student involvement, communication strategies

Despite governmental reforms promoting independent learning, Saudi English as a foreign language (EFL) classrooms continue to use teacher-centered methods that limit learners’ autonomy and ability to self-regulate. This study uses a sociocultural framework and a qualitative design that includes semi-structured interviews and classroom observations of first-year Saudi female students enrolled in a university listening and speaking course. It aims to address the lack of qualitative evidence on how learner agency and self-regulation influence task engagement, and to examine how these factors affect student engagement in university-level language classrooms. Thematic analysis (TA) revealed that scaffolded autonomy and emotionally supportive classroom environments were especially influential in reducing anxiety and fostering confidence and independence. Findings show that engagement increases when students are offered structured opportunities to make choices, self-regulate, and learn in emotionally safe environments. Learners demonstrated agency through task choice, role negotiation, and alignment of assignments with personal preferences. Simultaneously, self-regulation was enacted through planning, emotional control, self-monitoring, and adaptive strategies such as peer observation and anxiety management. These findings illustrate that agency and self-regulation are socially constructed processes that flourish through interaction, guided support, and student-centered pedagogy. Addressing gaps in experimental research, the study presents how agency and self-regulation develop in real Saudi EFL classrooms

Studies show that incorporating self-regulated learning (SRL) strategies into foreign language teaching encourages the development of autonomous learners. However, interviews with teachers (n = 51) indicate that they mostly do not consider SRL in classroom practices. The present study attempts to highlight the significance of SRL in language teaching by exploring its impact on language achievement. It investigates learner reported use of SRL, focusing on its three main components – orientation, performance, and evaluation – and their power in predicting foreign language achievement. A total of 222 undergraduate foreign language learners at a state university participated in the study. Data was collected from two sources: a five-point Likert-type self-regulated language learning questionnaire, adapted from models and research instruments used in previous studies to investigate SRL and language learning strategies, and the university’s English achievement exam. Quantitative analyses indicated that although participants reported moderate to low levels of SRL use, it is a significant predictor of foreign language achievement and had significant correlations with language achievement. The results are meant to draw attention to the importance of SRL research within the foreign language teaching field as well as foster SRL implementation in language instruction.

A growing interest has been witnessed in analysing second language (L2) learner motivation in English as an Additional Language (EAL) instruction around the world. Despite extensive scholarship in this area, revisiting learner motivation is warranted due to some unprecedented developments that impact EAL teaching, such as the prevalence of World Englishes, ethno-linguistically diverse classrooms, and the social as well as situated nature of teaching and learning. The aim of this article is to expand on Dörnyei’s L2 Motivational Self System framework to inform classroom instruction in globally growing EAL teaching. The expansion entails three sociocultural dimensions in the EAL classroom: diversity, inclusivity, and entitlement. This expanded framework can potentially equip EAL educators to better address the demands of a rapidly changing world. Moreover, the framework can also serve as an impetus for learner success in EAL classrooms and the recognition of their individual characteristics, such as self-regulation, autonomy, and agency, which are highly emphasized in postmodern L2 pedagogy.

This study examines the effects of integrating pedagogical translanguaging and metacognitive instruction on Thai university students’ listening comprehension, metacognitive awareness, and attitudes in Chinese as a Foreign Language classroom. It investigates how multilingual scaffolding, particularly English, can support strategic listening when teachers and students do not share a first language. The study aims to enhance comprehension and learner autonomy through structured multilingual scaffolding. It also highlights the potential of English as a pedagogical bridge to foster comprehension and self-regulation in multilingual settings. An eight-week intervention was conducted with 36 second-year Thai students in an International Business Chinese program, using a framework informed by Lin’s Multimodalities-Entextualization Cycle and Vandergrift’s Metacognitive Pedagogical Sequence. A mixed-methods design was employed, with data collected through parallel Chinese listening tests, the Metacognitive Awareness Listening Questionnaire, attitudinal questionnaires, and interviews. Findings showed significant gains in listening performance and metacognitive awareness. Most students found translanguaging beneficial for understanding and applying strategies, though some expressed concerns about over-reliance on English and emphasized the need for balance. This study contributes to the pedagogy of Chinese as a foreign language by providing empirical support for the strategic integration of pedagogical translanguaging and metacognitive instruction. It recommends the balanced use of multilingual scaffolding to enhance listening development and foster learner autonomy in linguistically diverse classrooms.

This study explores the integration of mindfulness practices in the English as a Second Language (ESL) classroom, highlighting their potential to enhance learner engagement and emotional well-being. It begins with an introduction to mindfulness in education, emphasizing its relevance in addressing the unique challenges faced by ESL learners, such as anxiety and cultural adjustment. The theoretical framework connects mindfulness to emotional health and learning theories, particularly Krashen's Affective Filter Hypothesis, which underscores the impact of emotional factors on language acquisition. The benefits of mindfulness are discussed, including improved focus, reduced anxiety, and the promotion of positive learning environments. Practical applications for teachers and student-centered activities have been proposed to foster engagement and emotional regulation. Additionally, the paper examines how mindfulness supports the development of self-regulation and resilience, enabling learners to better manage stress and persist through academic and cultural challenges. Barriers to implementation, such as lack of training, time constraints, and cultural considerations, are also addressed, with recommendations for adapting practices to diverse classroom contexts. The study suggests future research directions to examine the long-term effects of mindfulness in ESL settings. Ultimately, it advocates that ESL educators incorporate mindfulness techniques to support both academic success and the emotional well-being of students, creating more inclusive, supportive, and effective learning environments.

Learner autonomy has long been recognized as a cornerstone of successful second language (L2) instruction; however, the connection between instructors’ workplace well-being (WWB) and autonomy-supportive teaching has been little explored. Guided by the PRISM framework (Kellerman & Seligman, 2023), this study draws on interviews with 11 higher education L2 instructors from four countries to examine how Prospection, Resilience, Innovation, Social Support, and Mattering shape autonomy-supportive teaching beyond the classroom. Prospective instructors more readily adapt to changing circumstances, designing flexible out-of-class learning activities. Resilient instructors employ emotional regulation andcognitive agility to manage workload pressures, while those with an innovative mindset embrace divergent thinking and iterative learning strategies, often adopting new technologies, especially when backed by social support from colleagues and administrators. A clear sense of mattering kept instructors motivated to pursue student-centered learning beyond class. These findings suggest that strong WWB supports L2 instructors’ job satisfaction and strengthens their commitment to promoting learner autonomy. These findings carry important implications for educational leaders and policy makers, suggesting that targeted professional development and institutional frameworks aligned with the PRISM Model can create supportive, autonomy-friendly environments where both instructors and learners thrive.

This article investigates the construction and transformation of motive in L2 oral proficiency development. Taking a longitudinal, genetic and case study approach, this study followed a Chinese EFL undergraduate throughout the second semester of her first college year in the class of English Public Speaking. Sources of data include interviews, audio tape recordings of oral data in and out of the classroom, and weekly reflective journals. The study examines the learner's developmental process as constructed by the changing motive, on the one hand, and the learner's motive as shaped by forces of learner history, the mediated learning process, and the institutional context in which the learning was situated, on the other. When development occurred, the learner demonstrated a shift in motive, changes in the quality of independent speech as well as the amount and quality of mediation provided to her partner in collaborative dialogues, and a higher level of self-regulation. The article concludes by discussing its contribution to the ongoing research on learner motive as a socially-mediated construct by showing the mutually constitutive, co-evolving relationship among learner motive, the mediated learning process, and L2 development.

Abstract This research investigates the correlation between online self-regulation (OSR) and in class co-regulation (CR) within a flipped EFL (English as a Foreign Language) writing classroom. Employing a mixed methods approach, the study amalgamates descriptive and correlational quantitative data with qualitative interview data. Participants consisted of 86 first-grade university students in an Applied English and Translation program. OSR was assessed using the adapted Online Learning Self-Regulation Questionnaire and CR was gauged through the Co-Regulated Learning Questionnaire. Twenty students were interviewed to uncover the factors affecting how OSR and CR unfolded during online and in-class portions of the flipped course. Findings revealed that OSR’s time management factor had the lowest mean score, while environment structuring received the highest. CR showed moderate positive correlations with goal setting, time management, self-evaluation, and total OSR levels; and low positive correlations with environment structuring, task strategies and help seeking factors. Qualitative findings indicated that students prioritized setting short-term goals, underscored distraction-free environments for learning, frequently employed note-taking as task strategy, grappled with time management, sought help from the Internet and peers, and evaluated their performance based on in-class participation and peer feedback. Peer assistance during group work and information exchange were highlighted as prominent in class CR indicators. In-class responsibilities involved shared task completion, feedback provision, and information clarification.

The topic of language learners’ engagement, which has enjoyed immense popularity in recent years, emerged more than 20 years ago from the explorations of individual and social variables in task performance. In the domain of second/foreign language acquisition, what has attracted much attention is the relationship between engagement and other approximate concepts, such as motivation, interest, or investment, but little is known about the connection between self‐regulation and engagement. Hence, the present study was undertaken to explore the connection between L2 learners’ engagement and their self‐regulated strategy use. Semi‐structured interviews were conducted with two students, labeled by their teachers as highly engaged, and another two, described as disengaged. The results suggest that the two frameworks are interconnected but not fully analogous, with the main difference lying in the conceptualization of the role motivation .

Abstract Language anxiety plays a key role in language learners’ silent behaviors in class (King, 2013). Given its public nature and emphasis on interaction within it, the classroom context plays a significant role in the production of language anxiety. Anxious people are more likely to negatively appraise situations, affecting their behavior. That is, it is not just the subject content that causes anxiety, it is also the cognitive processes that occur from being in the classroom environment (Clark & Wells, 1995; Horwitz et al., 2010). King (2014) found that anxious language learners’ thoughts often contain feared predictions about the social costs of speaking in the classroom and worries about how peers might negatively evaluate performance. These fears about external factors contribute to learners becoming inhibited and using silence to avoid the discomfort of speaking. Also, while anxious learners tend to have content-specific concerns, for example, making mistakes, self-focused thoughts are often intensified by contextual factors, such as interacting with peers (Gregersen & Horwitz, 2002). This article looks at the relationship between language anxiety and silent behavior from a cognitive-behavioral perspective, emphasizing how the dynamic interplay between an individual learner and the classroom context can result in even the most motivated and proficient learners missing opportunities to develop their language skills through target-language interaction.

Cumulative research has explored willingness to communicate (WTC) in English as a second language and English as a foreign language contexts, but few have looked at the interface between WTC and learner talk from a Chinese learning perspective. This study investigates how six multilingual and multicultural students’ WTC translates into talk in a Chinese as a foreign language classroom in a highly internationalised Scottish University. Specifically, it examines what factors play a part in translating WTC into talk and how such factors enable or impede the process. It adopts a qualitative multiple-case study approach comprising high-density monthly triangulations of classroom observations, learner journals, video-stimulated recall interviews and semi-structured interviews conducted over one academic year. Findings revealed 13 learner-internal and learner-external factors which engage with one another to form various interactional patterns. Adapting to such interactional patterns, the six students’ WTC was found to self-organise into and out of attractor states in which the students were either pro-talk or against-talk. This empirically attests that the WTC-talk realisation exhibits dynamism, non-linearity, self-organisation, co-adaptability, and dependence on initial states and context. Recurring interactional patterns were identified as characterising each student’s successes or failures in realising talk. Pedagogical implications are also provided in light of the findings.