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ESP Teachers: Insights, Challenges and Needs in the EFL Context

Theory and practice in language studies, 2023-02, Vol.13 (2), p.396-406

2023

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English Teachers’ Post-Pandemic Motivation in Macau’s Higher Education System

Theory and practice in language studies, 2024-07, Vol.14 (7), p.1990-2001

2024

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Status Quo of the Professional Identity of Teachers: A Quantitative Study of College EFL Teachers in China

Theory and practice in language studies, 2023-12, Vol.13 (12), p.3352-3359

2023

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Imagination Development as a Construct for Professional Identity of Early Career English Teachers Working at Public Schools: Contributions of Interactions With Learners

Theory and practice in language studies, 2024-02, Vol.14 (2), p.329-338

2024

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Self-directed Teacher Professional Development in Saudi Arabia: EFL Teachers’ Perceptions

Theory and practice in language studies, 2020-11, Vol.10 (11), p.1359-1369

Alshaikhi, Hamad I

2020

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Investigating the Autonomy Orientations and Perceptions of Saudi EFL Teachers

Theory and practice in language studies, 2024-02, Vol.14 (2), p.524-533

Al-Qahtani, Abdulaziz

2024

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Teachers' Perceptions Towards Professional Development Training Courses: Exploring the Effects on Teachers' Performance in the Saudi Context

Theory and practice in language studies, 2022-09, Vol.12 (9), p.1723-1735

2022

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Barriers of Culture Integration Into Distance EFL Teaching: Teachers’ Perspectives

Theory and practice in language studies, 2023-10, Vol.13 (10), p.2663-2671

2023

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Perceptions of Novice and Experienced Instructors of Translation at Selected Saudi Universities Toward Technological Pedagogical Content Knowledge for Teaching Professional Development

Theory and practice in language studies, 2024-03, Vol.14 (3), p.844-853

2024

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An Inquiry Into EFL Teachers’ Perceptions of Integrating Student Self-Assessment Into Teaching Academic Writing at a Saudi University

Theory and practice in language studies, 2022-03, Vol.12 (3), p.471-481

2022

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Utilizing of Codeswitching in English Language Classrooms in Sudanese Schools: Teachers’ Perspectives

Theory and practice in language studies, 2023-05, Vol.13 (5), p.1238-1244

2023

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Research on the Professional Development Attitude of Minority English Teachers

Theory and practice in language studies, 2021-06, Vol.11 (6), p.632-638

Shi, Hui

2021

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Expert EFL Teachers’ Emotion in Professional Contexts in China

Theory and practice in language studies, 2023-12, Vol.13 (12), p.3338-3345

Chen, Yuanyuan

2023

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English Teachers’ Professional Development: Perspectives From Canada, Saudi Arabia, and Pakistan

Theory and practice in language studies, 2022-03, Vol.12 (3), p.596-604

2022

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A Critical Analysis of the Assessment for Micro-teaching Program for English Language Teachers in the Secondary Education in Mainland China

Theory and practice in language studies, 2020-02, Vol.10 (2), p.168-175

Shi, Jing

2020

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Teachers’ Beliefs on Autonomous English Learning in Chinese Universities

Theory and practice in language studies, 2023-04, Vol.13 (4), p.975-983

2023

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Listening to Saudi EFL Learners’ Voices: Demotivating Factors Affecting Learning

Theory and practice in language studies, 2021-12, Vol.11 (12), p.1717-1723

2021

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Exploration of Teacher Agency in the Implementation of the ESP Language Education Policy in a Chinese University

Theory and practice in language studies, 2021-03, Vol.11 (3), p.302-307

Deng, Shiping

2021

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Qualities of Effective EFL Teachers in the 21st Century: A Reflection From Ecuador

Theory and practice in language studies, 2021-12, Vol.11 (12), p.1526-1533

2021

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ELT Online Teachers’ Professional Development During the Covid-19 Pandemic Outbreak: Perceptions, Implications and Adaptations

Theory and practice in language studies, 2021-10, Vol.11 (10), p.1161-1170

Al-Bargi, Abdullah

2021

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Communicative Language Teaching in Public Universities in Afghanistan: Perceptions and Challenges

Theory and practice in language studies, 2021-11, Vol.11 (11), p.1434-1444

2021

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Creative Teaching in Secondary School EFL Classes: A Critical Study of a Proposed Training Program

Theory and practice in language studies, 2023-12, Vol.13 (12), p.3291-3298

2023

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English as a Foreign Language Teachers' Assessment Competence at Taibah University

Theory and practice in language studies, 2020-09, Vol.10 (9), p.1158-1166

Olwi, Abdulrahman

2020

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Hermeneutic Phenomenological Narrative Enquiry: A Qualitative Study Design

Theory and practice in language studies, 2020, Vol.10 (1), p.10-18

Nigar, Nashid

2020

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Rural and Urban EFL Teachers and Students' Attitude toward Using L1 in Iranian English Classrooms

Theory and practice in language studies, 2020-08, Vol.10 (8), p.999-1008

2020

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ESP Teachers: Insights, Challenges and Needs in the EFL Context

English Teachers’ Post-Pandemic Motivation in Macau’s Higher Education System

Status Quo of the Professional Identity of Teachers: A Quantitative Study of College EFL Teachers in China

Imagination Development as a Construct for Professional Identity of Early Career English Teachers Working at Public Schools: Contributions of Interactions With Learners

Self-directed Teacher Professional Development in Saudi Arabia: EFL Teachers’ Perceptions

Investigating the Autonomy Orientations and Perceptions of Saudi EFL Teachers

Teachers' Perceptions Towards Professional Development Training Courses: Exploring the Effects on Teachers' Performance in the Saudi Context

Barriers of Culture Integration Into Distance EFL Teaching: Teachers’ Perspectives

Perceptions of Novice and Experienced Instructors of Translation at Selected Saudi Universities Toward Technological Pedagogical Content Knowledge for Teaching Professional Development

An Inquiry Into EFL Teachers’ Perceptions of Integrating Student Self-Assessment Into Teaching Academic Writing at a Saudi University

Utilizing of Codeswitching in English Language Classrooms in Sudanese Schools: Teachers’ Perspectives

Research on the Professional Development Attitude of Minority English Teachers

Expert EFL Teachers’ Emotion in Professional Contexts in China

English Teachers’ Professional Development: Perspectives From Canada, Saudi Arabia, and Pakistan

A Critical Analysis of the Assessment for Micro-teaching Program for English Language Teachers in the Secondary Education in Mainland China

Teachers’ Beliefs on Autonomous English Learning in Chinese Universities

Listening to Saudi EFL Learners’ Voices: Demotivating Factors Affecting Learning

Exploration of Teacher Agency in the Implementation of the ESP Language Education Policy in a Chinese University

Qualities of Effective EFL Teachers in the 21st Century: A Reflection From Ecuador

ELT Online Teachers’ Professional Development During the Covid-19 Pandemic Outbreak: Perceptions, Implications and Adaptations

Communicative Language Teaching in Public Universities in Afghanistan: Perceptions and Challenges

Creative Teaching in Secondary School EFL Classes: A Critical Study of a Proposed Training Program

English as a Foreign Language Teachers' Assessment Competence at Taibah University

Hermeneutic Phenomenological Narrative Enquiry: A Qualitative Study Design

Rural and Urban EFL Teachers and Students' Attitude toward Using L1 in Iranian English Classrooms

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