Although university EFL students represent a wide array of social and cultural identities, their multiple and diverse identities are not usually considered in foreign language classrooms. This qualitative case study attempted to examine identity conflicts experienced by Iranian EFL learners at the university context. To this end, two Shiraz University students' identities were investigated. Sem...

This  case  study  analyzes  how  a  Taiwanese  EFL  teacher  participating  in  a  U.S.  based MATESOL program made sense of systemic functional linguistics (SFL) and genre based pedagogy  in  designing  and  reflecting  on  literacy  instruction  for  EFL  learners  in  Taiwan. Using  longitudinal  ethnographic  methods,  the  findings  indicate  that  this  teacher’s conceptualization  of  g...

This paper translates the implications of the “do-it-yourself” (DIY) culture of the “new learning” paradigm which is emerging due to digital technology and the Internet into the context of second language (L2)-pedagogy. It demonstrates the relevance of the DIY metaphor to the modern learning context while drawing on theoretical and CALL developments which problematise concepts such as text, eng...

The study of how learners acquire a second language (SLA) has helped to shape thinking about how to teach the grammar of a second language. There remain, however, a number of controversial issues. This paper considers eight key questions relating to grammar pedagogy in the light of findings from SLA. As such, this article complements Celce-Murcia’s (1991) article on grammar teaching in the 25th...

The present study intends to probe the impediments for the practicality of Critical language pedagogy (CLP) in higher education system of Iran. To do this, 20 Iranian university instructors, holding Ph.D. degrees in TEFL, were asked to read a passage reflecting the main characteristics of transformative pedagogy. To explore the main obstacles, they were invited for a semi-structured interview. ...

This essay offers a critical review of some key theoretical issues relevant to second language acquisition and considers the practical implications of these issues on language teaching. The discussion advocates a renewed communicative approach to language pedagogy, which entails the educators’ readiness to act as teacher-researchers, their cautious considerations of individual learner differenc...