2026
Abualzain, O. Y. (2026). Examining body language as a compensatory semiotic resource in EFL classroom discourse: A sociolinguistic perspective. International Journal of Linguistics and Translation Studies, 7(2), 55-71.
2024
Salimi, E. A., & Rad, M. R. (2024). Nurturing multiculturalism in Iranian EFL teacher education: An in-depth scrutiny of experts' and teachers' perceptions. Asian-Pacific Journal of Second and Foreign Language Education, 9, Article 9.
2025
Ekizoğlu, M., & Demir, A. N. (2025). The role of AI assisted writing feedback in developing secondary students writing skills. Discover Education, 4, Article 454.
2014
Lund, R. E. (2014). Writing in EFL teachers' education. Acta Didactica Norge, 8(1), Art. 1.
2026
Zaimoğlu, S., & Dağtaş, A. (2026). Exploring the roles of growth mindset, self-compassion, job crafting, and resilience among university-level ELT teachers. Humanities and Social Sciences Communications.
2016
Aula Blasco, J. (2016). The relationship between writing anxiety, writing self-efficacy, and Spanish EFL students' use of metacognitive writing strategies: A case study. Journal of English Studies, 14, 7-45.
2021
Msaddek, M. (2021). The value of metacognitive control training in enhancing Moroccan EFL learners’ reading process in tertiary education. International Journal of English Language Education, 9(1), 42–59.
2024
Makuru, L., Pato, M., & Mashauri, M. M. (2024). Time management in an EFL lesson room: An analysis of challenges faced by senior school teachers at Bunia in the Democratic Republic of the Congo. European Journal of Linguistics, 3(2), 1-14.
2026
Alsuwaylim, A. M., Alshehri, M. A., Lamouchi, A., Abdellatif, M. S., Ibrahim, A. R., & Nemt-allah, M. A. (2026). From belief to identity: teacher resilience as a mediating mechanism between growth mindset and professional identity among EFL student teachers. Frontiers in Psychology, 17, 1830864.
