<!--[if gte mso 9]> <![endif]--> <!--[if gte mso 9]> Normal 0 false false false TR X-NONE X-NONE <![endif]--> <!--[if gte mso 9]> <![endif]--> <!-- /* Font Definitions */ @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:162; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073732485 9 0 511 0;} @font-face {font-family:"Century Schoolbook"; panose-1:2 4 6 4 5 5 5 2 3 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:647 0 0 0 159 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin-top:0cm; margin-right:0cm; margin-bottom:4.0pt; margin-left:0cm; text-align:justify; line-height:15.0pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Century Schoolbook",serif; mso-fareast-font-family:Calibri; mso-bidi-font-family:"Times New Roman"; mso-ansi-language:EN-US;} p.Ejal-Abstract-Text, li.Ejal-Abstract-Text, div.Ejal-Abstract-Text {mso-style-name:Ejal-Abstract-Text; mso-style-unhide:no; mso-style-next:Normal; margin-top:0cm; margin-right:0cm; margin-bottom:4.0pt; margin-left:0cm; text-align:justify; line-height:12.0pt; mso-pagination:widow-orphan; font-size:9.0pt; mso-bidi-font-size:11.0pt; font-family:"Century Schoolbook",serif; mso-fareast-font-family:Calibri; mso-bidi-font-family:"Times New Roman"; mso-ansi-language:EN-US;} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:10.0pt; mso-ansi-font-size:10.0pt; mso-bidi-font-size:10.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-fareast-font-family:Calibri; mso-hansi-font-family:Calibri;} @page WordSection1 {size:595.3pt 841.9pt; margin:70.85pt 70.85pt 70.85pt 70.85pt; mso-header-margin:35.4pt; mso-footer-margin:35.4pt; mso-paper-source:0;} div.WordSection1 {page:WordSection1;} --> <!--[if gte mso 10]> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Calibri",sans-serif; mso-bidi-font-family:"Times New Roman";} <![endif]--> <!--StartFragment--> <!--EndFragment--> Learning a foreign language can be frustrating for some people and very enjoyable for some others. Emotions are one of the most important factors in the use of English as a foreign language located in the center of attention of many researchers. One of the emotion-inducing contexts for learning English as a foreign language can be the setting of an imagined community. Our focus in this study was on the emergence of emotions, both positive and negative, of three groups of six university students engaged in an English-speaking literature criticism TV program as an imagined community. The program encompassed a specific day to discuss a fiction and a final report of the program specified for publication in one of the well-established literary bulletins. Each member constructed a specific imagined identity in each group as critics, photographers, reporters, and presenters competing with each other for the final selection of the best critique and presentation on the discussion day as well as the publication of the best report. A triangulation of data was gathered including an interview, observation, an open-ended questionnaire as well as personal journals which were qualitatively analyzed. The results showed the emergence of enjoyment resulting from the constructed imagined identities in the classroom as well as facilitative negative emotions such as anxiety leading to the consolidation of the participants’ imagined affiliations.

Practitioner research has been gaining prominence as a means for professional development (PD) since it provides teachers with opportunities to reflect on, comprehend, and transform their practices. However, there is a dearth of research that examines how teachers learn in online communities established to mentor teachers across the world to learn how to do research for PD. This study explores teacher researchers’ use and integration of their research experiences in their teaching as well as uncovering how they develop professionally. To this end, we contacted and interviewed 5 international teacher researchers who participated in our 5-week online training in 2021 within the scope of TESOL’s Electronic Village Online (EVO) and shared the preliminary findings. Interviews lasted around 50 minutes during which teachers reflected on their research experience in retrospect and self-reported how this influenced and informed teaching. Transcripts are analyzed thematically through the NVivo software. Findings indicate that our participants reported practical improvement in their instructions not only during but also after the research. They also highlighted how research implementation with their students created opportunities to revisit their own beliefs and the corresponding practices. The study has implications for in-service teacher educators and research mentors who provide online research-driven PD.

This research study explores teacher and student perceptions to verify consequential validity and the potential washback effect of a locally developed university-level English language proficiency test which consists of reading and listening-to-writing assessment tasks. The integrated language proficiency test is used upon completion of the English language preparatory program in the Turkish context to determine learners’ access to further English medium academic courses in their departments. To examine whether this source-based proficiency test has achieved its intended outcomes, 39 freshman students and 19 university instructors, who offered courses in various departments, were surveyed through questionnaires. Interviews were conducted with the instructors to gauge their perspectives about the validity of the integrated proficiency test-based decisions (whether students pass or fail) over time in terms of the language competency and academic skills of their learners. Quantitative and qualitative data analysis also revealed evidence both for positive and negative issues concerning the consequential validity of the test. Findings may help educators to reach a better understanding of the construct of integrated language assessment tasks in EAP contexts and the consequences of their use in achieving the intended and unintended curricular goals.

As educational technology continues to change the face of educational contexts in the digital age, the way in which teachers can incorporate various existing online resources and applications within their everyday classroom activities deserves closer attention. In particular, it is important to explore how interactive Web 2.0 tools might be integrated into classroom-based assessment practices. This way, the efficacy of online tools and their ability to both facilitate teacher assessment practices and empower student learning can be adequately assessed. This chapter aims to explore, showcase and discuss how Web 2.0 tools can be integrated into teachers' classroom-based language assessment to get information that can be used diagnostically to adjust teaching and learning with reference to current literature, explore challenges and focus on suggestions and avenues for further research. Furthermore, examples of web tools that could be used for formative assessment will be briefly enlisted.