The growing trend of using multiple modes to teach English to non-native/second language speakers has led to teachers having to meet a greater number of social and emotional needs in the classroom. This study utilized both quantitative and qualitative methods

The implementation and success of gamified instruction which has become a popular method for teaching English Language Teaching (ELT) depends on the personality characteristics of teachers. The study which used both qualitative and quantitative methods investigated how ELT teachers who

Education has seen an increase in interest in utilizing gamification to improve student engagement and motivation. This quasi-experimental study investigated how gamification affected the instructional competence and engagement of English Language Teaching (ELT) teacher trainees during micro-teaching. Forty pre-service ELT

Teachers require emotional regulation skills to handle the technical and teaching difficulties that arise in technology-based classrooms. This mixed-methods study explored how English language teaching professionals employ emotional regulation strategies and how these strategies affect their teaching abilities in technology-based

As English Language Teaching (ELT) incorporates artificial intelligence (AI) into its teacher education training programs, the individual characteristics that can lead to successful adaptation will come into focus. This study fills a gap in the literature on trait–skill interplay in

As AI technologies are introduced into the language classroom, their impact on teacher development—especially in terms of professional identity—requires thorough exploration. This qualitative exploratory study investigated how twelve pre-service ELT teachers (semester-long practicum) constructed and negotiated their professional identities while