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Challenges of ICT Teachers in Integrating Digital Literacy Post-COVID-19 Curriculum Revisions in Thailand’s English Teacher Education Programs

International journal of education and literacy studies, 2024-07, Vol.12 (3), p.208-217

2024

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Mind the gap: English teachers’ perceptions and practices of integrating social media into language classrooms in China

System (Linköping), 2024-10, Vol.125, Article 103434

2024

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An exploratory study into the use of the take-home timeline activity for teacher professional development

Cogent education, 2024-12, Vol.11 (1)

2024

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English Medium Instruction in South Korea: Focusing on Language in School and University Classrooms

2025

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Collaborative inquiry in action: a case study of lesson study for intercultural education

Asian-Pacific journal of second and foreign language education, 2024-08, Vol.9 (1), p.66-25, Article 66

Qin, Xiaolei

2024

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Identifying inclusive training needs with the inclusive practices in English language teaching observation scale

Asian-Pacific journal of second and foreign language education, 2024-12, Vol.9 (1), p.59-19, Article 59

Young, Davey

2024

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Reflective teaching: Voices from Vietnamese pre-service EFL teachers

Issues in educational research, 2024-01, Vol.34 (2), p.666

2024

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Exploring the implementation and perception of competency-based assessment practices among Vietnamese EFL instructors

Language Testing in Asia, 2024-07, Vol.14 (1), p.26-25, Article 26

2024

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An empirical analysis of EFL teachers’ digital literacy in Chinese higher education institutions

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.42-17, Article 42

2024

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Exploring Non-Native-English-Speaking Preservice EFL Teachers’ Cognitions: What Teaching Philosophy Statements Can Tell Us

PROFILE issues in teachers' professional development, 2024-07, Vol.26 (2), p.27-41

Tatar, Sibel

2024

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Assessment polarity or praxis parity? Uncovering the learning-oriented assessment (LOA) landscape of novice and experienced Iranian EFL teachers

Language Testing in Asia, 2024-08, Vol.14 (1), p.34-19

2024

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Teacher cognition about intercultural communicative competence (ICC): a comparative study of English-major and German-major pre-service teachers in China

Language awareness, 2024-07, Vol.33 (3), p.507-527

2024

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The interplay among Chinese EFL teachers’ enthusiasm, engagement, and foreign language teaching enjoyment: a structural equation modelling approach

Asian-Pacific journal of second and foreign language education, 2024-08, Vol.9 (1), p.67-16

2024

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Sociocultural Environment and Agency in Identity Construction of English Language Teachers

Qualitative report, 2024-07, Vol.29 (7), p.1948-1968

Neupane, Bharat Prasad

2024

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Exploring Iranian EAP teachers’ well-being: an activity theory perspective

Asian-Pacific journal of second and foreign language education, 2024-06, Vol.9 (1), p.27-17, Article 27

2024

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Self-regulated learning strategies adopted by successful Chinese nursing students in the process of learning Nursing English

PloS one, 2024-08, Vol.19 (8), p.e0308353

2024

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Cheating in online assessment: a qualitative study on reasons and coping strategies focusing on EFL teachers’ perceptions

Language Testing in Asia, 2024-07, Vol.14 (1), p.29-22, Article 29

2024

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Becoming a language teacher educator: An outsider perspective

Journal of curriculum and pedagogy, 2024-07, Vol.21 (3), p.310-317

Calderon, Freyca

2024

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Qualitatively analyzing the influence of context on international English teachers' TPACK in reflective writing assignments from a global online course

Educational Technology ＆ Society, 2024-07, Vol.27 (3), p.204-217

2024

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Teacher intuition and teacher development: An EFL teacher's autoethnography

Issues in educational research, 2024-01, Vol.34 (2), p.743

Sun, Xiaomei

2024

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“Nepantla is a Place Just Like the Ocean”: Bilingual Teachers Explore their Identities through Multimodal and Artifactual Testimonio

Reading research quarterly, 2024-07, Vol.59 (3), p.514-525

2024

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Promoting inclusivity: exploring Turkish language teacher identity and cognition in special education for students with visual impairments

Quality assurance in education, 2024-08, Vol.32 (4), p.611-627

2024

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Challenges of ICT Teachers in Integrating Digital Literacy Post-COVID-19 Curriculum Revisions in Thailand’s English Teacher Education Programs

Mind the gap: English teachers’ perceptions and practices of integrating social media into language classrooms in China

An exploratory study into the use of the take-home timeline activity for teacher professional development

English Medium Instruction in South Korea: Focusing on Language in School and University Classrooms

Collaborative inquiry in action: a case study of lesson study for intercultural education

Identifying inclusive training needs with the inclusive practices in English language teaching observation scale

Reflective teaching: Voices from Vietnamese pre-service EFL teachers

Exploring the implementation and perception of competency-based assessment practices among Vietnamese EFL instructors

An empirical analysis of EFL teachers’ digital literacy in Chinese higher education institutions

Exploring Non-Native-English-Speaking Preservice EFL Teachers’ Cognitions: What Teaching Philosophy Statements Can Tell Us

Assessment polarity or praxis parity? Uncovering the learning-oriented assessment (LOA) landscape of novice and experienced Iranian EFL teachers

Teacher cognition about intercultural communicative competence (ICC): a comparative study of English-major and German-major pre-service teachers in China

The interplay among Chinese EFL teachers’ enthusiasm, engagement, and foreign language teaching enjoyment: a structural equation modelling approach

Sociocultural Environment and Agency in Identity Construction of English Language Teachers

Exploring Iranian EAP teachers’ well-being: an activity theory perspective

Self-regulated learning strategies adopted by successful Chinese nursing students in the process of learning Nursing English

Cheating in online assessment: a qualitative study on reasons and coping strategies focusing on EFL teachers’ perceptions

Becoming a language teacher educator: An outsider perspective

Qualitatively analyzing the influence of context on international English teachers' TPACK in reflective writing assignments from a global online course

Developing Reflective TESOL Practitioners Through Teacher Education: Insights from Asia

Building a Culture of Research in TESOL: Collaborations and Communities

EFL teachers' perception and practice of intercultural competence in Palestine

Teacher intuition and teacher development: An EFL teacher's autoethnography

“Nepantla is a Place Just Like the Ocean”: Bilingual Teachers Explore their Identities through Multimodal and Artifactual Testimonio

Promoting inclusivity: exploring Turkish language teacher identity and cognition in special education for students with visual impairments

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