The last three decades or so have seen a proliferation of studies into second language (L2) teachers’ cognition, encompassing their thinking, knowledge, and belief. However, are lacking the origins (or sources) L2 beliefs especially ideological beliefs. This paper reports subset findings from study investigating classroom practices secondary school EFL teachers in Indonesia. Aiming to reveal ab...

Individual learners’ affective factors are very important for foreign language learning. In China foreign language learning mainly happens in classroom. Foreign language teachers are the organizers and carriers of language classes, and thus they inevitably influence the students’ affection. This study explores how EFL teachers influence students’ affect, what the teachers should do to develop a...

This paper reports a mixed-method study on listening instructional practices and beliefs of 50 EFL teachers public private universities in Cuenca, Ecuador. The aimed to provide empirical evidence teaching determine teachers’ about listening. Data were gathered through questionnaire structured class observations. Results evidenced that emphasize task completion rather than development, are orien...

Reading exercises are critical for developing strong reading comprehension. However, due to resource constraints and a lack of accurate evaluation methods, English instructors can hardly assess student reading ability effectively. In past decades, learning by reading is known to be challenging for both teachers and students involved, especially for students learning English as a Foreign Languag...

Although Communicative Language Teaching (CLT) has been widely advocated by a considerable number of applied linguists and English language teachers, its implementation in English as a Foreign Language (EFL) contexts has encountered a number of difficulties.  Reviewing the literature suggests that one of the reasons for unsuccessful implementation of CLT may be neglect of learners' beliefs in t...

Teachers’ quality has long been researched in the field of general education. However, little attention paid to professional qualities excellent English as a foreign language (EFL) teachers context curriculum reform, especially from an ecological perspective. To address this gap, study adopted qualitative approach characterise senior high school EFL China and development their using Bronfenbren...

This study seeks to explore five 6 th grade EFL learners' major writing problems by analyzing the nature and distribution of their writing errors and it also investigates factors that cause errors in their writing in English through email communication. This study examined EFL learners’ writing samples and followed taxonomy: grammatical, lexical, semantic, mechanics, and word order types of err...

The qualitative study presented in this paper aimed to collect beliefs about learning and teaching English as a foreign language (EFL) from individual representatives of the generation frequently referred millennials. participants were 47 pre-service EFL trainee teachers four socio-cultural contexts: Finnish, Israeli, Polish, Spanish. Their voices have been considered because are dynamically re...

This article begins by accounting the development of Second language theories .It describes major ESL theories ever since the 18th century to those currently adopted in ESL field. Then it proceeds to demonstrate their influences on EFL teaching in China, like nowadays an increasing awareness of non-cognitive factors in teaching foreign languages, reforms in some traditional teaching methodologi...

Learner autonomy has been described as the ultimate objective in many language teaching programs since the third quarter of the twentieth century and educators have highlighted the significant role of promoting learner autonomy in the process of language learning and teaching. However, only limited number of studies has been awarded to what leaner autonomy mean to teachers. This study addressed...