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Language Teaching Research Quarterly

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Language Teacher Education Research

Artificial Intelligence Knowledge Development

Investigation of the&nbsp;nexus between the&nbsp;beliefs of teachers and learners&nbsp;about English as an&nbsp;International Language&nbsp;(EIL)&nbsp;and the social attractiveness and comprehensibility of English varieties can provide insights into effective EIL pedagogy. To this end, the present study examined the beliefs of teachers and learners about teaching English as an International Language (EIL) and the social attractiveness and comprehensibility of English varieties. The first phase investigated participants' beliefs about English varieties and teaching EIL. Questionnaire data from 505 nonnative teachers and learners and follow-up interviews indicated that while teachers legitimized all intelligible varieties of English, learners did not assign legitimacy to nonnative varieties. However, both groups agreed that only native varieties should be used for language instruction. In the second phase, findings from a Verbal Guise Test (VGT) revealed that teachers and learners rated American and British English relatively higher than nonnative varieties in terms of both comprehensibility and social attractiveness.&nbsp;The study suggests the prioritization of native varieties by teachers and learners, which runs counter to the established EIL paradigm.

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Original Research 

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Pedagogy of English as an International Language and the Social Attractiveness and Comprehensibility of English Varieties: Nexus Between Teacher and Learner Beliefs

As teachers play a significant role in language learners’ academic achievement, their training programs should be subjected to ongoing evaluation and analysis in order to ascertain teachers are equipped with adequate knowledge and skills. This study aimed to evaluate a private sector pre-service teacher-training program using the Context, Input, Process and Product (CIPP) model. For such a purpose, the program policies, planned course of actions and real practices, as well as the outcomes were closely studied through a sequential mixed-method design. The required data were obtained from the program’s stakeholder layers (N=296: 100 supervisors, 58 trainers, 100 teachers, and 38 trainees) participating in data collection phases using multiple methods and instruments including interviews, observations and surveys. All instruments were subjected to detailed validation and reliability investigations. The results revealed degrees of positive perspectives towards the program’s functioning and outcomes in training reflective, creative and energetic teachers. Although the participants reported optimistic views about the program quality,&nbsp;required modifications and essential improvements were strongly stressed by the trainers in terms of the length of the course, focus on classroom management, and provision of practice opportunities. The findings have implications for evaluation of teacher training programs implemented in similar contexts elsewhere.

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Using a CIPP-Based Model for Evaluation of Teacher Training Programs in a Private-sector EFL Institutes

Teachers from different sectors of education have always been involved in the process of assessing learners’ academic performance. In the language teaching discipline, this has highlighted the significance of language assessment literacy (LAL), reflecting its significance to language teachers across various settings. In the wake of recent theoretical bourgeoning, development of a contextualized framework that proves helpful in conceptualization and measurement of English as a foreign language (EFL) teachers’ LAL is required. To this aim, the present study gained insights from Fulcher’s (2012) LAL framework into validation and examination of a LAL scale that could be considered for its applicability and usefulness as a LAL measure and help EFL teachers self-evaluate their LAL levels (in particular, their LAL theoretical and practical components). For this purpose, a mixed-methods approach was used to synthesize interview data from six national and international experts with questionnaire data obtained from Iranian EFL teachers (N=173) to gauge their assessment theories and skills and bear evidence in support of the reliability, validity and utilization of the measure put forth. The study rounds out with the significance of teachers’ LAL in teachers’ pedagogy, with finally presenting theoretical and practical implications of the obtained evidence for educational research and practices.

EFL Teachers’ Assessment Literacy: A Contextualized Measure of Assessment Theories and Skills

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Guest-editors: 
Lee McCallum, PhD, Coventry University, UK
Christine Coombe, PhD, Higher Colleges of Technology, Dubai, UAE
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: In Honour of Glenn Fulcher's Contribution to Language Testing and Assessment

This experimental study aimed to explore the effect of entrepreneurship education among English language teaching (ELT) learners in Iran. To this end, an entrepreneurship awareness-raising intervention was designed and evaluated through a mixed-method explanatory sequential design with hypotheses rooted in social cognitive career theory. The effectiveness of the intervention was first investigated quantitatively through pre-test and post-test among 41 ELT learners. Then, semi-structured interviews were conducted among 15 participants to triangulate and further explain the quantitative findings. The results of repeated measures of MANOVA revealed that ELT learners’ entrepreneurial intention, entrepreneurial self-efficacy, entrepreneurial mindset, and entrepreneurial outcome expectations improved significantly from pre-test to post-test under the effect of the intervention. Further, the findings of qualitative data analysis confirmed the quantitative results and revealed that all of the participants took great satisfaction in the course, and they believed that the effectiveness of the course was even beyond their expectations. Implications are discussed.

Exploring the Effect of an Entrepreneurship Awareness-raising Intervention on ELT Learners’ Entrepreneurial Intention, Mindset, Self-efficacy and Outcome Expectations

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