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The present study explored the representation of themes related to the United Nations&rsquo; Sustainable Development Goal 13 (SDG 13: Climate Action) in a series of global English language teaching (ELT) textbooks. To this end, sustainability narratives in these coursebook series were analyzed, along with how language teachers interpret and adapt them. Data were collected through content analysis of the coursebooks, semi-structured interviews with ten Iranian English as a foreign language (EFL) teachers, and narrative inquiry forms. The findings reveal an uneven and fragmented treatment of environmental sustainability across the coursebooks. While World English and, to a lesser extent, Ready For B2 include episodic counter-narratives of care and resilience, American English File predominantly foregrounds consumerist discourses, and Evolve largely overlooks ecological themes despite offering strong pedagogical affordances. Teachers frequently attempted to mediate these gaps by re-storying tasks and introducing sustainability-related discussions. However, their efforts were constrained by curricular demands, exam-oriented instruction, and institutional expectations. The study demonstrates that sustainability in ELT remains peripheral rather than systematically integrated. The findings highlight the need for coursebook developers, policymakers, and teacher education programs to embed sustainability structurally within ELT materials and practices, thereby supporting the development of climate literacy beyond individual teacher practices.

ltrq.2025.53.07.pdf

Original Research 

ltrq.2025.53.07  .xml

Aligning ELT with the United Nations’ Sustainable Development Goals: An Ecolinguistic Analysis of Coursebooks and Teacher Practices

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

ltrq.2025.52.02.xml

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

The current study sought to investigate Turkish pre-service English language (EL) teachers’ virtual teaching dispositions (i.e., social, pedagogical, expert/cognitive, and virtual/technical presences) and the extent they are related to gender, age, and teaching status variables. The participants were 84 pre-service EL teachers drawn from a Turkish university, and data were collected through Welch and Napoleon’s (2014) virtual teaching disposition scale (VTDS). The results indicated a significant difference between the scores of male and female pre-service EL teachers in both social and virtual/technical presences. However, the participants did not exhibit a significant difference between pedagogical and expert/cognitive presences. Consequently, a one-way ANOVA was run to explore the role of the age variable on the participants’ virtual teaching disposition, with the results revealing a significant difference for only the pedagogical presence and expert/cognitive presence among the participants, whose ages ranged from 18 to 20, those aged 20-23, and those over the age of 24. Finally, the results revealed a significant difference between the scores in the expert/cognitive presence of the participants who teach English and those who do not. However, no significant difference was identified between the mean scores of the two groups in social presence, virtual/technical presence, or expert/cognitive presence.

ltrq.2022.31.13.pdf

Review Article

ltrq.2022.31.13.xml

Investigating Turkish Pre-service English Language Teachers’ Virtual Teaching Dispositions

Guest-editors: 
Zhisheng (Edward) Wen, PhD, College of Professional and Continuing Education, The Hong Kong Polytechnic University, China
Hassan Mohebbi, PhD, Independent Researcher, Turkey 


Special Issue: Rethinking Individual Differences in SLA: A Special Issue in Honour of Richard Sparks