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- PaperSystemForthcoming · 1 Aug 2026
A scoping review of Global Englishes Language Teaching research from 2020 to 2025: Mapping trends, tensions, and adaptations
Yifeng Chen, Hong Zhang, Xilu Chen
This scoping review maps trends, tensions, and adaptations in Global Englishes Language Teaching research from 2020 to 2025.
- PaperSystemForthcoming · 1 Aug 2026
A structural topic modeling analysis of positive psychology in EFL teacher education from 2010 to 2025
Pelin Derinalp
Structural topic modeling was used to analyze trends in positive psychology research within EFL teacher education from 2010 to 2025.
- PaperOpenAlex — TESOL research22 Jul 2026
Gamification in English Language Teaching: Effects on Vocabulary Acquisition Among First-Year Secondary School Students
Elfer Fabian Medina-Mamani, Diomar Aneska Jove-Luque, Kevin Mario Laura-De La Cruz, Pilar Valeria Zapana Aguilar et al.
A study examined the effects of gamification on vocabulary acquisition among first-year secondary school students in English language teaching, finding positive impacts.
- PaperOpenAlex — TESOL research21 Jul 2026
English Language Teaching and Learning Program (DOS)
A program is described for English language teaching and learning, possibly under the Department of State.
- PaperTESOL Quarterly19 Jul 2026
Collaborative Development of a Research Agenda to Claim Language Teaching as a Site of Knowledge Production
Yoshiyuki Nakata, Xuesong (Andy) Gao
This paper argues for a collaborative approach to developing research agendas in TESOL, involving both researchers and practitioners. It outlines a six-step process for creating inclusive research agendas that strengthen the link between research and practice. The authors advocate for the agentic involvement of teachers and practitioners as knowledge producers.
Original abstract
The development of research agendas is a crucial component of the process of reclaiming teaching as a site of knowledge production in language education research. However, in the TESOL field, the research agenda (RA) has traditionally been defined in relation to a gap between research and practice. Researchers often justify their work by highlighting significant disciplinary knowledge gaps. Therefore, when developing an RA, we must ask ourselves: (1) Whose interests does the RA serve? (2) Who should be involved in setting the RA? And (3) how can the RA be created and promoted? Engaging proactively with these questions encourages collaboration with practitioners and strengthens the link between research and practice. This approach helps us establish inclusive research agendas that benefit knowledge producers, including teachers, students, policymakers, and researchers. An RA should emerge from a collaborative and consultative process involving both researchers and teachers as practice researchers. Collaborative RA development involves several steps: (1) understanding the needs of the educational context; (2) formulating a preliminary research design and questions that incorporate practitioners' perspectives; (3) conducting a literature review to help researchers and teachers as knowledge producers understand the research's significance; (4) selecting methods aligning with the research design and questions, ensuring consistency with the RA; (5) providing readers with detailed information about the RA to offer context; and (6) publishing in a medium and forum aligned with the RA. This article discusses these steps in detail, outlines strategies for their implementation, illustrating the collaborative process for developing research agendas in TESOL. From a practical perspective, this paper argues for the agentic involvement of both researchers and practitioners in developing RAs, highlighting the connections between their roles in the research process and raising researchers' awareness of research practices that foster a virtuous circle between research and practice.
- PaperTESOL Quarterly12 Jul 2026
“Disciplinary Writing Is Like Playing with Legos”: Exploring a Multilingual International Student's Navigating Science Writing
Hongye Zeng, Laura Mahalingappa
A 3-year case study of an undergraduate multilingual international student reveals that, despite limited or harmful instruction, the student used translingual, multimodal, and GenAI strategies to navigate science writing, gradually reframing it from high-stakes evaluation to an agentive process of professional identity formation. The findings underscore the need for linguistically responsive pedagogy that treats disciplinary writing as a space for engagement rather than just assessment.
Original abstract
This study explores the experiences of an undergraduate multilingual international student in becoming a science writer at a large public university. Taking the lenses of identity and investment, language socialization and multiliteracies, we address the question: How does a college‐aged multilingual science student navigate disciplinary writing over time? Interviews using talk around text based on the student's disciplinary writing samples over 3 years tracked his unique learning progress. Findings reveal he employed strategies including translingual, multimodal, and interdisciplinary practices and used GenAI to participate in disciplinary writing tasks, particularly when instruction and feedback were limited or harmful. The student gradually shifted from seeing disciplinary writing as a high‐stakes evaluation to understanding it as an agentive process of enacting future professional identity. By centering the lived experience of a multilingual writer, the study offers insights into the challenges and possibilities of disciplinary writing development in higher education (HE) classrooms. It provides a window into how students demonstrate resilience and agency to support learning, build disciplinary knowledge, and envision professional futures. The findings call for more linguistically responsive pedagogical practices in HE science, technology, engineering, and mathematics fields that go beyond writing as a tool for assessment, but rather a vital space for disciplinary engagement and identity formation.
- PaperELT Journal26 Jun 2026
Where is learner agency in locally produced ELT textbooks?
Amber N Warren, Natalia A Ward, Shuling Yang, Gokce Unlu et al.
Analysis of elementary-level ELT textbooks from China, Egypt, Russia, and Türkiye reveals that while learners are positioned as active participants, their agency is largely pedagogically managed and bounded, limiting open-ended meaning-making and critical engagement. A teacher toolkit is proposed to support curricular modifications that invite learner agency.
Original abstract
This study examines how locally produced elementary-level ELT textbooks from China, Egypt, Russia, and Türkiye frame opportunities for learner participation and construct learner agency. Focusing on curricular architecture across three dimensions—multimodal and multilingual resources, localisation of contexts and content, and global citizenship and intercultural participation—we demonstrate how these textbooks structure what learners are invited to do, say, and become in classroom contexts. The findings indicate that while the materials frequently position learners as active and culturally situated participants, the forms of agency they construct are largely pedagogically managed and bounded. As a result, learner participation is often guided toward predetermined outcomes, limiting opportunities for open-ended meaning-making, critical engagement, and more expansive expressions of agency. We propose a teacher toolkit designed to support teachers in noticing opportunities for curricular modification and invite learner agency.
- PaperELT Journal4 Jun 2026
Teacher Burnout from a Complex Systems Perspective Carol Griffiths (ed.)
Barbara Roosken
This edited volume explores teacher burnout through the lens of complex systems theory, offering a nuanced understanding of the interconnected factors contributing to educator stress and attrition.
- PaperELT Journal19 May 2026
ELT Journal 80th Anniversary Virtual Issue
Alessia Cogo
A virtual issue compiled to mark the 80th anniversary of ELT Journal, featuring key articles from its history.
- PaperELT Journal1 Apr 2026
Pedagogical content knowledge
Gabriel Diaz Maggioli
Explores the concept of pedagogical content knowledge, which integrates teachers' understanding of content and pedagogy for effective teaching.
- PaperELT Journal5 Mar 2026
Compassion-based Language Education, Sarah Mercer
Michèle le Roux
This work introduces compassion-based language education, a pedagogical approach integrating compassion practices into language teaching to foster emotional well-being and supportive learning environments.
- NewsOxford University Press ELT Blog17 Jun 2025
3 Fun Activities to End the Year with Gratitude
Three classroom activities are described to help English language teachers foster gratitude and positive community at the end of the academic year, encouraging reflection and collaboration among students.
Original abstract
Dear Teacher, Throughout the year, you’ve worked tirelessly to create a positive environment where learners feel supported and valued. Through carefully designed activities, you’ve helped your students grow both academically and personally. By encouraging collaboration and responsibility through these daily activities, you’ve inspired your students to become thoughtful, engaged, and compassionate members of their community. As […] The post 3 Fun Activities to End the Year with Gratitude appeared first on Teaching English with Oxford .