Writing instruction in EFL contexts involves not only the development of language proficiency but also the ability to evaluate ideas, revise drafts, and recognize strengths and weaknesses in the writing process. However, many students still experience difficulties in engaging in critical and sustained self-reflection....
Story-driven learning (i.e., making meaning of personal life stories) has been proposed as a pedagogical approach for supporting students’ personal and professional development, yet its impact on biomedical engineering (BME) students remains underexplored. We conducted semi-structured interviews with 16 bi...
This qualitative study explores the self-reported experiences and perceived contribution of reflective journaling on the teaching strategies of novice English as a Foreign Language (EFL). While the benefits of reflective practice have been widely acknowledged, its specific effects on the language-specific pedagogical s...
At a time of upheaval in education, teacher preparation must extend beyond merely developing technical skills to create thoughtful, flexible and empathic teachers. The present study investigates the effects of combined VTA and CON learning on reflective ability, metacognitive development (metacognition), and profession...
It is argued that GenAI literacy in TESOL is better conceptualized as language-mediated professional judgment, encompassing evaluation, mediation, constraint-setting, and principled refusal, than as adoption readiness.
Literature instruction in many secondary school contexts remains shaped by examination-oriented pedagogy that offers limited scope for independent interpretation or reflective engagement with texts. This study examines literature circles - small, student-led discussion groups organised around rotating roles - as a peda...
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