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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

Language teacher immunity (LTI), i.e., the ability to confront professional challenges, has recently gained momentum in applied linguistics research. However, the impact of technology integration on its development across diverse educational contexts has not yet received the attention it deserves. The present study aims to fill this gap by exploring the immunity of 10 language teachers from public and private institutions with respect to the integration of technological instruments in their actual practices. Data were collected through narrative frames and semi-structured interviews drawing on Activity Theory (AT). The data analysis revealed that both groups of teachers experienced maladaptive immunity due to insufficient infrastructure, inequitable assessment standards, lack of technological support, administrative greed, and inadequate TPACK in their educational environments. To address these triggers, public sector teachers endeavored to adapt external resources while private sector teachers practiced autonomy and engaged in professional development courses. The participating teachers found self-reliant strategies more beneficial and reported that engaging in these processes led to a range of self-perceptions, from feeling highly autonomous to feeling demotivated. This study provides implications for language teachers, policymakers, and teacher educators.

ltrq.2025.52.02.pdf

Original Research 

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Language Teachers’ Immunity in Technology-Integrated Classrooms in Light of Activity Theory: A Case of Public Schools versus Private Institutes

This editorial introduces the Practitioner Inquiry section of Language Teacher Education Research (LTER), positioning it as a space where research, practice, and professional development intersect in the field of language teacher education. We briefly trace the historical roots of practitioner inquiry and highlight its role in challenging the theory&ndash;practice divide through reflective, classroom-embedded research. The editorial outlines key thematic priorities for future submissions, including, inter alia, teacher professional development and research literacy, classroom practices and assessment, teacher identity and emotions, digital and AI-mediated pedagogies, equity and social justice, and policy. We also emphasize the importance of teacher voice, school&ndash;community partnerships, and collaborative, locally grounded knowledge-building. We conclude with an invitation to practitioners, teacher educators, and educational leaders to contribute inquiries that foreground context-sensitive practice while speaking to global conversations in language teacher education.

lter.2025.03.02.pdf

Practitioner Inquiry

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Editorial: Envisioning Practitioner Inquiry in Language Teacher Education Research: Practice in the Spotlight

This study explores how the integration of Artificial Intelligence (AI) tools into language education can influence language teachers&rsquo; identity from an ecological perspective. To do so, 16 teachers were selected based on purposeful sampling and completed a narrative frame. To corroborate data, seven of them (based on the richness of their narrative frames) attended a semi-structured interview in which they discussed the integration of AI in their classes and how it impacted their identity. The semi-structured interviews were translated and transcribed and along with the narrative frames were analyzed by employing thematic analysis. The findings of this study revealed that AI integration in language education had a significant impact on participating teachers&rsquo; identity and shaped their identity at different ecological layers of micro-pedagogical, meso-institutional, and macro-societal. These findings may assist teachers and teacher educators in raising awareness about AI integration into language education and how it can construct language teacher identity.

ltrq.2025.47.01.pdf

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AI Integration into Language Education and Teacher Identity: An Ecological Perspective

In this editorial, we introduce the Language Teacher Education Research (LTER) Journal as a new venue dedicated to researchers and practitioners in the field of language teacher education, providing a space to share, showcase, and advance their scholarly and practical contributions. This editorial serves as a guide to the journal's objectives, providing an overview of its mission to contribute to the advancement of research and practice in Language Teacher Education (LTE). It contextualizes LTE within the broader landscape of contemporary research, offering insights into its evolving scope and interdisciplinary connections. The editorial explores significant trends shaping the field and addresses pressing challenges. Finally, the editorial poses thought-provoking questions to inspire future research, encouraging scholars to explore critical issues, generate innovative solutions, and push the boundaries of knowledge in LTE.

lter.2024.01.01.pdf

Editorial

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Editorial: Language Teacher Education Research – Key Trends, Challenges, and Questions

This study attempts to explore the teachers&rsquo; beliefs on the causes of learners&rsquo; misbehavior in language classrooms. To do so, 23 language teachers completed a narrative frame in which they discussed a misbehavior experience they had in the class and why they thought it happened; they, then, attended semi-structured interviews where they discussed their experiences regarding learners&rsquo; misbehavior. A thematic analysis was employed and the data was analyzed with an eye on the study&rsquo;s theoretical underpinning, i.e., Activity Theory (AT). The results indicated that there are different sources of misbehavior on different interconnected components of AT. In the &ldquo;tool&rdquo; component, the emergent themes were materials constraints, technological challenges, and hobbies interventions. In the &ldquo;rules&rdquo;, some themes such as teaching methodology, socio-cultural norms, and political, and ideological intolerance or disobedience emerged. It was in the &ldquo;community&rdquo; component of AT that the data revealed social phenomena, colleagues and authorities, and learners heterogeneity. Finally, in the &ldquo;division of labor&rdquo; the emerged themes were overwhelming responsibilities, family issues, and executives&rsquo; dereliction. The findings suggest a new look at language learners&rsquo; misbehavior and inform teacher education programs in which teachers are trained on this issue to manage learning in their classrooms effectively.

ltrq.2024.42.05.pdf

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An Activity Theoretic Exploration of the Causes of Language Learners’ Misbehavior: Teachers’ Belief in Focus

Interactional competence has recently gained considerable attention in language education. As an aspect of this competence, classroom interactional competence has been in the limelight since Walsh’s (2006) delineation of this concept. However, there is no survey tool to measure teachers’ classroom interactional competence. To bridge this gap, the present study describes the development and validation&nbsp;of a teachers’ classroom interactional competence (TCIC) scale. An outline of the relevant literature related&nbsp;to classroom interactional competence is provided, along with the process of scale development and validation. An exploratory factor analysis&nbsp;of the data from a large sample of language&nbsp;teachers (N = 564) resulted in a 46-item scale that constituted nine factors, namely visual organizers, sociocultural interaction, questioning, interactional patterns, repair, language modification, turn taking, managerial interaction, and rhetorical script. The implications of the scale for the measurement and, in turn, the enhancement of teachers’ classroom interactional competence are discussed.

ltrq.2023.35.01.pdf

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Teachers’ Classroom Interactional Competence: Scale Development and Validation