Mexican public and private schools employ many English teachers. So, creating a knowledge base framework for English language teachers seems feasible for stimulating discussion of existing studies and the growth of the industry in Mexico. A quantitative study was conducted to explore, describe, and better understand the different fields of knowledge which integrate the framework. Data were gathered through an online questionnaire with 15 closed-ended items in the form of a Likert scale. The online questionnaire asked about ELT practitioner training methods and personal details, instructional practices, effective educator training trends and essential professional skills. Fourteen Mexican and five non-Mexican experts, academics, researchers, book authors, and professors were consulted for their knowledge, expertise, skills, experience, or research studies. Their opinions concerning the most and the least important fields of knowledge and the most outstanding skills were measured through frequency and average, utilizing Pearson´s correlation coefficient and Friedman and Wilcoxon tests. The findings indicate that the five most significant categories of knowledge that contribute to the teacher learning knowledge base of in-service language instructors are: 1. academic research, 2. teacher training, 3. didactics, 4. educational technology, and 5. educational intervention projects. This paper could be a key resource on Mexico in-service English language teacher knowledge and skills. The framework could also guide language teacher education program development.

Written correction feedback (WCF) has been a part of the field of English as a foreign language (EFL) writing for decades. Much research has been conducted on WCF in various contexts. In Yemen, it seems that WCF has still not been touched. This study explores Yemeni EFL undergraduates’ attitudes on having their written essays corrected using a face-to-face (FTF) interactive mode with their instructor. It also investigates some of the advantages that Yemeni EFL undergraduates get from engaging in face-to-face interactive feedback. A quantitative research design was used to gather information from 4th level Yemeni EFL undergraduates studying at English department during the academic year 2021-2022. The intake class (17) students were recruited in this study. The study found that all the students liked to get feedback on their writing interactively in a face-to-face mode with their instructors. All the students also reported that their instructors focused on (grammar, vocabulary, and content. Findings showed that students got benefits including correcting their writing mistakes, avoiding mistakes in future writing, writing without difficulty, and applying the steps of essays. Students indicated that their writing improved and some even said they felt they could teach essay writing to other students. It is recommended for EFL teachers to focus on face-to-face interactive feedback with their individual students due to its suitability in the EFL context, especially when the students are at a basic level.

Parents’ attitudes toward online language learning have vital effects on students’ educational engagement and promote the implementation and engagement of more efficient online teaching practices. The present study aimed to explore the attitudes of Iranian EFL learners' parents toward online language learning during the COVID-19 pandemic. The data were collected through an online questionnaire and semi-structured interviews. One thousand two hundred parents participated in the study. The questions covered four themes: their opinions about online learning, their children’s health, tuition costs, and academic performance. Results obtained indicate that the parents had no experience with online classes before the pandemic. Moreover, findings suggest that despite the fact that a large number of the parents perceived online classes as a mechanism to diminish the spread of COVID-19. they also thought that long and deliberate exposure to online classes and learning environments may have affected the children´s mental and physical health. Furthermore, most parents argued that course tuition, as well as the cost of internet devices and services, made online learning more expensive than traditional classes. The findings of this study can be used by Iranian educational policymakers and stakeholders to enhance online learning.

This paper examines English’s linguistic imperialism and the resulting widespread use of the language among speakers of various linguistic backgrounds. It challenges the mistaken belief that native speakers (NS) are inherently better at speaking English simply due to their birthplace. Despite the growing number of non-native speakers (NNSs), English is still taught, learned, and marketed as if primarily used for communication with NSs, on account of being based on the concept of communicative competence and deeply rooted in native-speakerism. The paper argues that it is inappropriate to project this model to NNSs and advocates a redefinition of communicative competence, in favor of language proficiency and intelligibility. The purpose of this paper is to propose a new framework for assessing spoken mastery in social and pedagogical contexts, challenging traditional views on language ownership and teaching practices. The paper will explore the implications of this new approach and provide practical recommendations for practicing teachers.

The study was aimed at determining the essential factors that motivate Ecuadorian university students’ English learning. The study adopted an explanatory sequential mixed methods design by means of the administration of online questionnaires to 2077 students and 109 English instructors. The initial quantitative study results were further explained through a qualitative phase, which allowed undergraduate students to provide their own views, thoughts, and experiences about major factors related to types of motivation. Furthermore, eight focus group discussions (FGDs) were conducted, which helped to gain insights to explain the motivational factors determined in the quantitative phase in more detail. Quantitative and qualitative data sets, therefore, were integrated to gain a solid understanding of student motivation in the learning of English as a foreign language within the higher education system in Ecuador. The results showed that students felt motivated to learn English because it was the primary language of international communication that would allow them to accomplish personal, academic, and professional goals. The findings suggest that motivated undergraduate students are highly interested in interacting with people worldwide, furthering their education overseas, and setting themselves apart in their upcoming professional careers thanks to their English knowledge. Their main motivation towards language learning goes beyond the compliance of a graduation requirement only. This study result also provides important insights into a student-centered instruction mainly grounded in key factors that motivate university students’ English learning.

The digitalization of teaching continues to shape its future, demanding continuing adaptation to its growing needs. To meet the evolving expectations, many online learning modules have been produced. Nonetheless, many fail to capture learners’ interest as they lack creativity since they contain lengthy texts and uninteresting explanatory videos. For these reasons, instructors utilize educational animation, which is widely available on platforms such as Moodle, to take advantage of the benefits of interactive content to keep learners interested. Despite the efforts taken by the instructors in including interactive content, it is uncertain what learners think of the content. This study aims to explore learners’ experience on the use of interactivity in Public Speaking Skills course using Lesson Activity and H5P Interactive Content features on Moodle. Sixty-three students participated in the study and completed the online survey at the end of the lessons. Participants were asked to rate the interactive activities and share their experiences on the use of the features in their lessons. This study shows that the majority of the participants had a positive experience with both interactive activities. This study is important as it provides information on how Moodle Lesson and H5P Interactive Content can be better adapted in the future for blended learning, online learning, or hybrid classrooms.

This qualitative study describes how eleven teachers perceive the National English Programme (PRONI, in Spanish) in relation to their teaching contexts in Xalapa, Veracruz, Mexico. Semi-structured interviews were conducted to gather the data. The results show that all teachers perceive a mismatch between what the PRONI official policy states should happen and what, in reality, is done due to contextual constraints. In terms of working conditions, teachers show dissatisfaction with the delay in their payments and the lack of legal benefits such as bonuses or medical services. It was concluded that the authorities need to take urgent measures to improve the landscape of English teaching especially now that English language learning has been proposed to be compulsory at all levels of basic education in the country.

This research study aims to explore students’ perceptions and reflections on the effectiveness of project-based learning (PBL) in a Thai-English translation course in the EFL context. The participants of this study included forty-nine students who were enrolled in the Thai-English translation course. The participants were asked to produce a Thai-English text and a video clip with English subtitles as a project. At the end, they were asked to complete an online questionnaire with the closed-ended and open-ended responses related to their perceived challenges and effectiveness of PBL. Descriptive statistics were employed to analyze the quantitative data. To complement the data in the survey, the qualitative data from the open-ended responses were coded using content analysis. The findings revealed that the majority of the participants perceived that the project was rather difficult due to the limitations of their semantic and syntactic knowledge in English, thereby causing translation errors. The participants also strongly perceived that a native speaker played a crucial role in editing their translation work and improving the quality of their text and viewed PBL as an effective pedagogical approach in terms of enhancing their English language and translation skills. In addition, they believed that they could develop their cooperation, teamwork, and presentation skills. These results can indeed offer novel evidence and pedagogical implications to implement project-based learning in EFL translation courses.

The current study examines the role of gender, socioeconomic status, and region in predicting the reading comprehension of English as a Foreign Language (EFL) learners. Based on the relevant literature, three hypotheses have been formulated, which entail three independent variables (gender, socioeconomic status, and region) and the dependent variable (reading comprehension) and were tested by employing a quantitative cross-sectional research method. The Thai Reading Evaluation and Decoding System (T-READS) test was administered to determine the participants’ reading comprehension scores. Approximately 730 male and female undergraduates at a Thai university with various socioeconomic statuses and regional diversity participated in this study. By conducting linear regression analysis, we predicted the role of gender, socioeconomic status, and region in predicting learners’ reading comprehension. The findings of the study revealed that gender, socioeconomic status, and region were not significant in predicting Thai university students’ reading comprehension. The pedagogical implications of the findings are also discussed.