Assessment of foreign/second language (L2) oral proficiency is known to be complex and influenced by the local context. In Sweden, extensive assessment guidelines for National English Speaking Test (NEST) are offered teachers, who act as raters their own students’ performances on this high-stakes L2 (OP) test. Despite guidelines, teachers commonly construct NEST scoring rubric. The present stud...

The usage of L1 and L2 in ESL Classrooms has been on an ongoing debate over the decades. As teachers are responsible for learners’ learning experiences from urban rural schools Malaysia, it is crucial to investigate teachers’ preferences since there no apparent agreement whether hinders or helps classrooms regardless massive research efforts. This study attempts fill gaps teachers' use Malaysia...

Studies around the world show that students’ motivation for learning English as a foreign language is usually interconnected with teachers’ motivation. To explore this relationship, study investigated five Bangladeshi EFL early experiences, their visions of possible L2 selves, motivations becoming teachers and way they connect classroom teaching motivating students. This employed Motivational S...

Vocabulary knowledge is a core component of second language (L2) proficiency. The critical importance vocabulary learning acknowledged by L2 learners, teachers, and researchers alike. development growing area interest in research our increasingly technologized world where rapid technological advancement widespread access to high-speed internet have started provide unique promising opportunities...

While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research focuses on beliefs about second (L2) learner motivation and motivational practices still rare, particularly English for specific purposes (ESP) settings Asia. Furthermore, much of what available does not employ stimulated recall interviews facilitate comparis...