Professional development is critical in providing constant updates on EFL teachers’ teaching practice. This mixed methods study was conducted to explore the effects of participation in action research on EFL teachers’ practice. Eighteen junior school English teachers participated in this study. Teacher participants conducted their action research during a five-month period. The quantitative pha...

In this study we used data on a sample of children in the Chicago Public Schools in areas of concentrated poverty-related disadvantage to examine associations between school climate and low-income children's language/literacy and math skills during the transition to kindergarten. We also explored whether teacher-child closeness moderated these associations. Multilevel modeling analyses conducte...

In this study we used data on a sample of children in the Chicago Public Schools in areas of concentrated poverty-related disadvantage to examine associations between school climate and low-income children’s language/literacy and math skills during the transition to kindergarten. We also explored whether teacher-child closeness moderated these associations. Multilevel modeling analyses conducte...

The importance of the English teacher for the development of interest by students in the learning of English is discussed. In the Chinese context, the teacher is regarded traditionally as knowledgeable and the source of learning by students. Commonly, learners have no idea why English language is important to them and their interest in English relies on their teacher. A few perspectives are dis...

During the past several decades, scholarly consideration has focused on the concept of teacher knowledge and a variety of reform efforts to rethink both the structure and practices of teacher education to enhance teacher preparation process. As a consequence, the tripartite knowledge base of EFL teacher training is built on the partnership between universities and schools to support student tea...

Abstract This article takes a comparative look at language teacher anxiety (LTA) vis-à-vis students’ classroom (LCA) and contends the benefit of pursuing expanding LTA research. Specifically, paper first traces development inquiry from its inception in 1990s until today highlights how it historically aligned with and, more recently, diverges LCA After establishing as an idiosyncratic variable i...