<span>H<span>Half of the language teachers’ time is spent on assessing students’ performance. Therefore, they should be literate to assessment in terms how make a good test or knowing which method appropriate assess their learning. Without having literacy, may not able help students achieve best results For this reason, present study attempts examine teacher literacy and it has been...

PURPOSE This study examined the extent to which teacher responsivity education affected preschoolers' language and literacy development over an academic year. Additional aims were to determine whether children's initial language abilities and teachers' use of responsivity strategies were associated with language outcomes, in particular. METHOD In this randomized controlled trial, preschool ce...

Where the role of instructor discourse has been the focus of much recent research on asynchronous online instruction, the anatomy of effective instructional discourse of foreign language educators has yet to be examined. Indeed, the majority of work in the area of foreign language and telecommunications has concentrated on student–student, student–peer interaction and the power through autonomy...

This pioneering study constitutes initial research on the topic of the thinking language of elementary school teachers in the Arab education system in Israel. The language of thinking can contribute significantly to every child and every classroom. However, written and spoken texts in the classroom at all levels use very few words referring to thinking. The current study attempts to bring the t...

Research indicates that teachers need preparation in classroom based technology use, but teacher education programs do not prepare them. Nevertheless some teachers are effective with technology in language classrooms. In this paper, the author examines successes and challenges and documents how teachers succeed in developing their own expertise for technology use in language classrooms. Data co...

We examine the impact of teacher professional development on knowledge growth and subsequent knowledge retention. Specifically we use English Language Arts teacher content and pedagogy assessments to determine whether the California Professional Development Institutes significantly improve teacher content knowledge and whether teachers retain that knowledge six months after the institutes are c...

Constructivism has emerged in recent years as a dominant paradigm in education and has had a major intellectual impact on the development of pedagogy, especially in mathematics and science. Rooted in the cognitive developmental theory of Piaget and in the sociocultural theory of Vygotsky, constructivist notions have had an impact on the development and application of technologically enhanced mi...

Communicative language teaching (CLT) is promoted in teacher education programmes around the world, although the appropriateness of this methodology in contexts outside the English-speaking West has been questioned, often from a theoretical perspective. In fact, very little empirical research has been conducted into the practical knowledge of CLT of non-native speaker teachers of English, and t...

This paper presents the findings of a study on Iranian  English language teachers’ understanding of  Task-based language teaching (TBLT) principles and  perceived challenges of TBLT implementation in Iran. The data obtained from 100 respondents on a 39-item survey instrument and four essay questions analyzed through frequency statistics revealed that nearly 70 percent of teachers are cognizant ...