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- PaperOpenAlex — TESOL research21 Jul 2026
An Exploratory Investigation of ELT Instructors’ Attitudes Toward Bilingual Medium of Instruction (BMI) and the Role of Technology in Bangladeshi Classrooms
Bushra Jesmin Trisha, Swaha Das, Ritu Ghosh
A survey of 18 ELT instructors at a Bangladeshi university found 88.9% support for bilingual medium of instruction (BMI), citing improved comprehension and learner confidence. However, 66.7% worried about reduced English exposure, and most reported barriers such as inadequate training, restrictive policies, and limited resources. Instructors held positive attitudes toward AI tools and gamification, though implementation varied with available resources.
Original abstract
This study investigates the outlooks, reported practices, and perceived constraints of English Language Teaching (ELT) instructors concerning Bilingual Medium of Instruction (BMI) in Bangladeshi university classrooms. Eighteen instructors from Feni University participated in a structured survey. The research is organized around three objectives: (a) examining instructors’ perceptions of translanguaging practices, (b) investigating the obstacles they report when implementing bilingual instruction, and (c) exploring how technological integration may facilitate translanguaging pedagogy. Within this sample, 88.9% of respondents indicated support for bilingual instruction, citing enhanced comprehension, increased learner confidence, and faster learning as the most frequently reported benefits. Approximately 66.7% of participants expressed concern about reduced English exposure, and a majority reported inadequate training, restrictive institutional policies, and limited bilingual resources as recurring barriers. Respondents held positive attitudes toward AI-driven tools and gamification, although the extent of implementation appeared to vary with available resources. The study discusses these findings in relation to each research objective, situating the sample-level results within the broader literature on translanguaging, language policy, and educational technology. The discussion concludes with practical implications for teacher education, institutional policy, and bilingual resource development, and acknowledges the limitations of the current study alongside directions for future inquiry.
- PaperOpenAlex — TESOL research20 Jul 2026
Teaching with Technology, Leading with Values: ELT Teachers and the Future of AI in Education
Senem Zaimoğlu
This paper explores how ELT teachers can integrate AI in education while upholding humanistic values, emphasizing the need for value-driven leadership in technology adoption.
- PaperELT Journal7 Jun 2026
Embodied learning in microteaching: from knowing to enacting
Joohoon Kang
A qualitative case study of English majors in Korea found that iterative microteaching with video-supported reflection shifts novices from procedural replication to context-responsive adaptation, develops intentional use of embodied strategies like gesture and stance, and facilitates teacher identity negotiation. The results indicate that microteaching can serve as a compact practicum bridging theoretical knowledge and classroom enactment.
Original abstract
This qualitative multiple case study investigates how microteaching supports the development of embodied pedagogical competence and teacher identity among English majors outside formal teacher education programmes in Korea. Although participants entered the course with theoretical knowledge, the first microteaching cycle revealed difficulties in task launch, interactional control, and classroom presence. Utilizing video-supported reflection and peer feedback, participants redesigned lessons in a second cycle. Findings show three shifts: participants moved from procedural replication to context-responsive adaptation; embodied strategies such as gesture and stance became more intentional; and identity evolved as learners negotiated new teacher roles. The study suggests that iterative microteaching can bridge the gap between knowing about teaching and enacting it, providing a compact practicum for English majors without school placements. Implications for designing reflective microteaching in ELT are discussed.
- PaperELT Journal27 May 2026
The trap of procedural reading in ELT
Mfanukhona Wonderboy Kunene
In English language teaching, learners often read texts primarily to find answers rather than construct meaning, a pattern termed procedural reading. This comment piece explores how repeated comprehension tasks shape this behavior and limit deeper comprehension. It offers practical ways for teachers to rebalance task design to support both exam performance and meaningful engagement.
Original abstract
In many English language teaching classrooms, learners approach reading texts primarily as sources of answers rather than as opportunities to construct meaning. This comment piece describes this pattern as procedural reading: a form of engagement shaped by repeated exposure to comprehension tasks that reward efficient answer location. While such strategies are adaptive in assessment-oriented contexts, they may narrow learners’ conception of reading and limit opportunities for deeper comprehension. Drawing on classroom observations, I explores how common task formats can influence reading behaviour and reader orientation. I then outline practical ways for teachers to rebalance task design to support both exam performance and meaningful engagement with texts. The aim is not to reject efficiency, but to restore balance between answer-focused and meaning-focused reading.