Leveraging Genre Theory: A Genre‐Based Interactive Model for the Era of the Common Core State Standards

The increasing needs of international contacts for modernization program have created favorable conditions for the study of English as a foreign language (EFL) in the People's Republic of China over the last ten years. Thanks to the support by the government, millions of people are involved in learning the language for quick acquisition. However, because of little improvement from traditionally instructional methods in EFL the teaching efficiency for acquisition remains relatively low. On the other hand, during last few decades, foreign language teaching, as a very specialized area of education, has experienced tremendous changes in theory and practice in most of the Western countries. The purpose of this study was to identify the current features of EFL teaching in China and search for better ways for improvement. The procedures included a literature review on foreign EFL specialists' observation of how English was taught in China and a questionnaire survey of Chinese students studying in the United States for their perception of how they had learned English in China. The other important aspect of this study was a systematic review of the studies on foreign language teaching in the Western countries, the United States in particular. Great attention was paid to the latest developments in foreign or second language teaching theory and methodology, especially the Communicative Approach and the Proficiency Movement. The main objective of this study was to analyze different theories and methodologies and to apply them to EFL curriculum development in China. Many new principles and concepts were identified, that can fit into EFL teaching practice in China. Eclecticism was suggested for integrating all existing theories and methodologies. A whole chapter was devoted to EFL curriculum and instructional development in approach, design, and procedure, offering a practical framework and working principles for designing EFL teaching models to achieve communicative proficiency in the learners. In this study, new findings and principles from many specialists both in foreign language teaching and curriculum studies were selected and quoted, and they are sure to be of great help to Chinese EFL curriculum change in the years to come.

Although culture learning is closely connected to language learning and definitely essential to developing students' communicative competence for cross-cultural communication in the global society, the importance of culture learning to EFL (English as a Foreign Language) learning is often ignored by MOE (Ministry of Education) and English teachers in Taiwan. Thus this paper draws upon domestic and international literature to explore the factors that hamper culture learning in a foreign language classroom and the ways that can integrate culture learning into Taiwan's foreign language education. While finding that the stereotypes about culture among the public as well as the limited knowledge of both the target culture and the approaches to culture teaching among educators and English teachers in Taiwan are the main factors that make culture learning separate from language learning in a foreign language classroom, the researcher concludes that with the trend toward globalization and internationalization English teachers in Taiwan need to understand more about the nature of culture learning and shatter the illusion that linguistic knowledge is the most important element in cross-cultural communication. In order to integrate culture learning into Taiwan’s foreign language education, the researcher also concludes that English learning materials and teaching approaches as well as the goals of Taiwan's foreign language education should be adjusted appropriately. 136-Abstract Although culture learning is closely connected to language learning and definitely essential to developing students' communicative competence for cross-cultural communication in the global society, the importance of culture learning to EFL (English as a Foreign Language) learning is often ignored by MOE (Ministry of Education) and English teachers in Taiwan. Thus this paper draws upon domestic and international literature to explore the factors that hamper culture learning in a foreign language classroom and the ways that can integrate culture learning into Taiwan's foreign language education. While finding that the stereotypes about culture among the public as well as the limited knowledge of both the target culture and the approaches to culture teaching among educators and English teachers in Taiwan are the main factors that make culture learning separate from language learning in a foreign language classroom, the researcher concludes that with the trend toward globalization and internationalization English teachers in Taiwan need to understand more about the nature of culture learning and shatter the illusion that linguistic knowledge is the most important element in cross-cultural communication. In order to integrate culture learning into Taiwan's foreign language education, the researcher also concludes that English learning materials and teaching approaches as well as the goals of Taiwan's foreign language education should be adjusted appropriately.

This contribution presents the preliminary findings from the TEPS study (Teaching English in Primary Schools). The study is situated in Germany where primary foreign language (FL) education has been compulsory since 2004, with pupils beginning FL education – mostly English as a FL (EFL) – in either year 1 or 3. Generally, this introduction of primary FL education has not been empirically evaluated, in spite of various open research questions: (1) Does the receptive EFL proficiency of learners at the end of primary education in year 4 differ depending on their learning time (duration & age of onset)? (2) Is there a correlation between teaching quality (learners’ perspective) and learners’ receptive EFL proficiency as well as their attitudes towards learning EFL? Prior studies (e.g. Demircioglu, 2010) gave first indications that learners with an earlier start achieve better receptive skills. Yet, findings from these samples cannot be generalized and are altogether inconclusive (e.g. Jaekel, van Ackern, Schurig, & Ritter, 2017). Studies investigating correlations between teaching quality and learner achievements in primary school are mainly based in maths and science education (e.g. TIMSS-2015: see Rieser, Stahns, Walzebug, & Wendt, 2016). Thus, the TEPS study situated in both applied linguistics and educational science is addressing some of these research deficits by (a) testing pupils’ receptive EFL proficiency at the end of primary education in year 4 (n = 269) and (b) surveying teaching quality and learner attitudes towards EFL. The study has been conducted in two federal states with different ages of onset (year 1 vs. year 3). Aside from the theoretical background and context of the study this paper will present the complex research design followed by preliminary findings from the pilot study giving insights into the questions raised above (for the main study see Wilden, Porsch, & Schurig, 2020).

This study set out to explore Iranian English as a foreign language (EFL) teachers’ perceptions on the implementation of online EFL instruction. A mixed-methods design, including semi-structured interviews and questionnaires, was employed for the specific purposes of this study. A total of 242 EFL teachers participated in the questionnaire phase of the study. In addition, 46 EFL teachers participated in the interview phase of the study. The teachers worked at a number of universities, schools and language-teaching institutions in Iran. Results suggest that although the Iranian EFL teachers adopted moderately positive attitudes towards the implementation of online instruction, the majority of them preferred blended instruction to online instruction. At the same time, the study revealed that the implementation of online EFL instruction in Iran is challenging due to a number of perceived impediments and obstacles. The most considerable perceived challenges to the implementation of online EFL instruction comprise lack of online facilities and resources, lack of interaction in online instruction, cultural resistances to online instruction and teachers’ limited knowledge of online instruction. The findings of this study provided crucial insights into teachers’ perspectives on a number of measures that can be adopted to facilitate the integration of online instruction in the EFL context of Iran. The findings would provide valuable insights for educational authorities and course designers to integrate online instruction into the EFL curriculum.Keywords: online instruction; blended instruction; teachers' attitudes; challenges; English as a foreign language(Published: 14 March 2014)Citation: Research in Learning Technology 2014, 22: 20142 - http://dx.doi.org/10.3402/rlt.v22.20142

The main aim of this study was to investigate English as a foreign language (EFL) teachers’ personal practical knowledge concerning their perceptions of effective teaching. The qualitative descriptive study employed semi-structured interviews and observations to investigate the impact of personal practical knowledge on the perceptions of teaching effectiveness among English as a foreign language teachers in Turkey. Seven English as a foreign language teachers currently teaching in three public education institutions participated in the study. Inductive content analysis was used to analyse the findings, which revealed that the characteristics of effective teaching, as practised by teachers in their settings, included classroom dynamics, students’ motivation, teacher engagement, assessment and engagement strategies in education, and an empowering environment for active learning.

The article describes the importance of using Information Technologies in teaching English as a foreign language (EFL). It deals with some problems in the process of teaching EFL for students. Nowadays the importance of incorporating Information Technologies in Foreign Language (FL) education has often been emphasized, especially by foreign language pedagogy scholars. 
 The aim of the paper was to summarize the results of the observations carried out at Nukus state pedagogical institute in Nukus in order to map ways of improving students’ foreign language were developed suitably and sufficiently in the observed EFL lessons. The analysis showed that EFL courses at the institution tend to regard the importance of integrating skills with the usage of ICT in FL education. As a result of discussion and analysis we concluded that it is pivotal to make use of 21st century skills in the process of teaching EFL.

Language learners’ achievement relies to a great extent on what goes on inside the classroom. The teacher personality types (PTs) and their classroom management orientations (CMOs) play a critical role. The present study intended to explore Iranian English as a foreign language (EFL) teachers’ major PTs and CMOs. Sixty EFL teachers were chosen through the convenience sampling method from foreign language institutes in Isfahan, Iran. They were asked to complete two questionnaires including the Myers–Briggs type indicator and the Behaviour and Instructional Management Scale. Descriptive analysis and Fisher’s exact test were conducted to answer the research questions. The results showed that the extroverted–sensing–thinking–judging (ESTJ) type was the most frequent PT and the interactionalist approach was the major CMO among Iranian EFL teachers teaching at language institutes. The results enhance the understanding of EFL teachers and directors of language institutes on the PT as one crucial factor related to EFL teachers’ behaviour management approaches.
 
 Keywords: Classroom orientations, EFL, Iranian teachers, personality types, management orientations.

Over the past two decades, due to the rapid development of information and communication technologies (ICT), mobile learning (M-learning) and blended learning (BL) have emerged as new trends in sustaining English as a foreign language (EFL) education. The tumultuous COVID-19 pandemic has disrupted traditional teaching and learning, but it has also accelerated the integration of technology in EFL education. Mobile-assisted blended learning (MABL) combines mobile-assisted language learning (MALL) and BL into a single framework that effectively addresses their individual limitations when used in isolation. However, reviews of MABL, particularly in the context of EFL education, are scarce. Sourced from two major databases, namely Web of Science and Scopus, and two supplementary databases (Education Resources Information Center and Mendeley), 25 studies were extracted out of 205 in the latest decade, using specific exclusion and inclusion criteria. This review aims to shed light on the trend of utilizing advanced and effective pedagogy and teaching tools to benefit stakeholders in the sustainable development of English as a foreign language.

Formative assessment in K-12 English as a foreign language education: A systematic review

Generative AI is emerging as a transformative tool in foreign language education because it can enable natural language interaction, adaptive feedback, and personalized learning. In China, where English as a Foreign Language (EFL) education is closely tied to national development and individual mobility, interest in AI-enhanced learning is growing. Yet adult EFL instruction remains shaped by teacher-centered traditions, exam pressures, and hierarchical norms, even as learner-centered and andragogical practices gain attention. This article analyzes the cultural and systemic context of adult EFL in China and reports survey findings on Chinese EFL teachers’ orientations toward teacher-centered versus andragogical approaches. Results suggest that while learner-centered elements appear, instruction is still predominantly teacher-directed. To address this gap, the article proposes the AI-Mediated Andragogical EFL framework, integrating andragogy, sociocultural theory, self-regulated learning, and formative feedback theory to guide coherent AI use. The framework positions teachers as learning orchestrators and identifies contextual constraints shaping implementation.

Purpose Recent advancements in artificial intelligence (AI)-powered technologies, particularly ChatGPT, have sparked significant interest in English as a Foreign Language (EFL) education. This review aims to explore the landscape of ChatGPT's application in EFL writing. Design/Approach/Method Given the nascence of this field, the study conducts a scoping review by analyzing 16 empirical studies published before December 2023 to investigate the role of ChatGPT in EFL writing. Findings The review explores the current and potential uses of ChatGPT in EFL writing, highlighting its dual role as both a writing assistant and an assessment tool. On one hand, ChatGPT is widely acknowledged for providing real-time feedback that enhances writing quality and efficiency. On the other hand, challenges and concerns remain prevalent. Originality/Value The findings reveal key gaps in the literature, such as the need for more interdisciplinary research, the adaptation of AI models to meet the linguistic and cultural needs of EFL learners, and the integration of multimodal AI tools. The review emphasizes the importance of critical thinking and information literacy training for educators and students while addressing ethical considerations. These insights offer a roadmap for future research and the practical implementation of AI in language education, providing valuable guidance for different stakeholders.

This study investigated potential applications of Lesson Study (LS) as a collaborative form of reflective practice and as a model of effective Professional Learning (PL) in English as a Foreign Language (EFL) teaching in Indonesian tertiary contexts. Three research issues were addressed: the EFL secondary school teachers’ and LS specialists’ beliefs about LS as a form of PL, the EFL tertiary lecturers’ beliefs about PL, and the potential applications of LS as a model of PL in tertiary contexts. LS is presented as a model of PL that offers EFL teachers in Indonesia a way to shift current transmissive teacher-centered approaches to EFL teaching to more student- centered learning. It is argued that in Indonesian tertiary educational settings, secondary school teachers PL should similarly become the centre of their own learning. Drawing on theories of reflective practices in teaching and learning and the principles of LS, the study sought to demonstrate the applicability of LS as a model of EFL lecturers’ PL in tertiary contexts. Informed by interpretivist approach and naturalistic inquiry, the study involved twelve EFL teachers from secondary schools, three LS specialists, and seven EFL lecturers from the Gama Language Training Centre (GLTC) in Indonesia. Using qualitative methods, focus group interviews and in-depth interviews were utilized to gather the data. Focus group interviews were conducted with the EFL secondary school teachers and the EFL lecturers in the GLTC, while individual in-depth interviews were carried out with the LS specialists. These three lenses on the phenomenon under enquiry provided rich data for exploration. The data were triangulated for trustworthiness and credibility. The data were analysed thematically using increasingly rigorous levels of coding. The findings are illustrated by verbatim quotations to give voice to the participants. The findings indicate that many of the participants in the secondary school contexts considered LS an efficacious approach to teacher reflective practice and PL. The collaborative work and reflective practice embedded in the phases of LS provided many learning opportunities for enhancing EFL content knowledge and creating effective pedagogies that contributed positively to their sense of self as professional educators. Another finding reveals that after having focus group interviews, the EFL lecturers in the GLTC shifted their beliefs from a paradigm of professional development to one of PL. LS with its phases of PLAN, DO, SEE offers a potential framework of PL to achieving this. When comparing and contrasting the school teachers’ beliefs about LS as a collaborative and reflective practice form of PL with those beliefs held about PL at the tertiary level, it was found that both groups of participants believed their PL activity was an opportunity for them to become better practitioners. The findings too revealed that the characteristics of LS as the form of the EFL secondary school teachers PL have embedded in the EFL lecturers’ PL in the GLTC. This provides opportunities for LS to be adopted as a collaborative model of reflective practice so that the transmissive mode of EFL teaching in Indonesia can be shifted to one more focused on student learning. LS proved to be effective model of PL and it is currently undertaken by secondary school teachers; therefore, it will be particularly useful for EFL teaching in Indonesian tertiary contexts. The implication of this study of LS as collaborative and reflective PL in Indonesian tertiary institutions is that PL is essential in improving teacher professionalism and supporting a shift from a transmissive teaching practice to one that is learner centred.

This study aimed to investigate the perceptions of English teachers regarding the adverse effects of teaching English as a Foreign Language (EFL) in China, as well as their proposals for improving EFL instruction in the country. By exploring the views of experienced English teachers, this study provides valuable insights into how English as a Foreign Language pedagogy can be improved in China and other countries. The main research question is about the adverse effects of teaching English as a Foreign Language in Chinese higher education and the ways to improve its instruction. A thematic analysis of semi-structured interviews was conducted on a sample of 20 English teachers who possessed substantial experience teaching in Chinese higher education institutions. The participants’ teaching experience ranged from 3-20 years (SD = 5.3). The analysis involved the establishment of concordant codes and sub-codes, with the aid of two researchers and an external expert, to ensure the reliability and validity of the results. The findings showed that the teachers attributed English as a Foreign Language learners’ English deficiencies to the English teaching curriculum, self-directed learning, and the education system. Finally, the teachers suggested that self-directed learning skills and self-regulation were crucial for effectively applying language in authentic contexts. These findings have implications beyond China and are expected to enhance English pedagogy in other English as a Foreign Language countries. Thus, this research may contribute to improving the effectiveness of English teaching in China and other countries by providing a deeper understanding of the challenges and potential solutions associated with English as a Foreign Language instruction.

The paper investigates the academic integrity (AcadI) in the activity of a foreign language (FL) teacher at a general secondary education institution (GSEI). Aim of research is to highlight the factors of formation of the FL teacher’s AcadI, to define the directions of its activity regarding the promotion of AcadI, to name the leading ways of preventing violations of AcadI in the GSEI. Methods. To achieve the goal, the following methods were used as theoretical (analysis, synthesis of normative and scientific and pedagogical sources) and empirical (observation of the educational process). Results and discussion. The factors of formation of the FL teacher’s AcadI are singled out and characterized, including the personality qualities of the FL teacher, which can be natural (from the birth) or acquired, the appropriate acquired qualification (an example of the popularization of AcadI and the prevention of its violations in the training of FL teachers under the specialities "Secondary Education (English Language and Literature)" and "Secondary education (German language and literature)" on the basis of Hryhorii Skovoroda University in Pereiaslav, Ukraine), self-education and direct practical professional activity and experience. The authors determined the directions of activity of a FL teacher regarding the promotion of AcadI were defined as: 1) personal example of behavior and academic culture of the FL teacher, 2) the extracurricular work with students about AcadI; 3) optional FL classes on AcadI; 4) the curricular work of the FL teacher with the students directly at FL classes. The leading ways to prevent violations of academic integrity in GSEI were identified: 1) adoption of the Regulation on academic integrity, which should be published on the website of the educational institution and brought to the attention of every participant in the educational process; 2) conducting educational work on compliance with academic integrity; 3) strengthening of self-motivation, self-esteem and self-respect of students, etc. Aspects, thanks to the analysis of which it is possible to verify compliance with the academic culture in the school, are also defined. Conclusions. It was made an attempt to highlight the factors of formation of the FL teacher’s AcadI, which are considered to be as the following: personality qualities, appropriate acquired qualification, self-education, practical professional activity. The directions of activity of a FL teacher regarding the promotion of AcadI were defined and the leading ways of preventing violations of AcadI in the GSEI were named according to the authors’ opinion. The prospect of further research is interviewing FL teachers on their opinion towards AcadI and problems and benefits of participating in AcadI popularization at GSEIs.

This study investigated the relationship between attitude toward professional development, reflective teaching, self-efficacy, and Job Performance (JP) of Iranian English as a Foreign Language (EFL) teachers. To this end, 150 advanced Iranian EFL teachers completed three Likert-scale questionnaires including English Language Teaching Reflection Inventory, Iranian English Teacher Professional Development Needs Questionnaire, and Teacher Sense of Efficacy Scale. In addition, 550 advanced Iranian EFL learners of the same teachers completed a Likert-scale questionnaire called Successful Iranian English Teacher Questionnaire. The results of three separate Pearson Product Moment correlations revealed that there was a significant positive relationship between Iranian EFL teachers': a) reflective teaching and their job performance, b) self-efficacy and their job performance, c) attitude toward professional development and their job performance. Additionally, the results of Multiple Regression Analysis indicated that Iranian EFL teachers' self-efficacy was a stronger predictor of their job performance. Moreover, the results of the qualitative data analysis of the interviews showed that self-efficacy, professional development, and reflective teaching could lead to Iranian EFL teachers' better job performance.