This study attempted to investigate the factors affecting the organizational citizenship behavior (OCB) of English teachers in Turkish state high schools within the framework of job satisfaction, emotional commitment, and demographic factors. The data, which were collected through a questionnaire given to 269 English teachers, were analyzed through descriptive statistics and hierarchical regression. The findings indicated that the English teachers’ job satisfaction, emotional commitment, and OCB levels were above average. Moreover, job satisfaction and emotional commitment predicted OCB. No significant relationship was observed between demographic factors and OCB. The results showed a positive correlation between demographic factors and job satisfaction, and between demographic factors and emotional commitment. The findings suggest that OCB can play a pivotal role to increase the performance of English teachers, consequently leading to better language education. The study suggests that the non-methodological factors in English language teachers’ behaviors and performance need to be studied to increase their performance.

The benefit of language play for language learning is not recognized in English education. Based on the idea that teachers’ perception of teaching and learning affects their teaching practices, this study sought to examine teachers’ perception of language play in the English classroom. The specific purposes of the study were to discover commonalities and differences in elementary teachers’ and pre-service teachers’ perception of language play and to provide suggestions for including language play in teacher education and classroom instruction. Separate group interviews were conducted with 7 in-service and 9 pre-service teachers at the elementary level, in which the participants shared their responses to 3 language play texts that highlight rhyme, rhythm, and nonsense compound words. The topical analysis of the data revealed that both the teachers and pre-service teachers focused on understanding the words in the texts and did not recognize their playful aspects. However, the in-service teachers interpreted the texts more actively than the pre-service teachers and shared ideas for using language play texts in the English classroom. Based on the findings, the paper emphasizes that pre-service English teacher education needs to include language play as one of curricular contents, which should continue into teacher education.

The induction experiences of novice teachers are receiving increasing attention within the subject field of Teaching English as a Foreign Language (TEFL).The process of beginning to teach is acknowledged to be complex and often fraught with tensions and anxieties for newly qualified teachers who may experience significant disjunction between the realities of classroom and institutional life and what they have been taught on pre-service training courses. Research has also shown that novice teachers can be helped to make a successful transition from the teacher-training environment to the school through well-designed induction programs which provide structured support and professional development with access to resources beyond the school itself. This article seeks to uncover whether these elements of well-designed induction programs are replicated for teachers of English in the Korean school system. Using data gathered in interviews with recently graduated teachers, the article examines the experiences of teaching in the early years and documents teachers’ own perceptions of their induction into teaching. The article discusses the place of the teachers within the social network of the school and, in so doing, hopes to foreground how individuals come to terms with the new and complex roles inherent in ‘being a teacher’ within this framework. This is a perspective particularly necessary for TEFL as a discipline where methods are so often deemed paramount in learning to teach, rather than an understanding of what it means to be a teacher of English as a foreign language in a particular socio-educational context.

This study aims at exploring the theoretical perspectives and research related to second language teacher identities. In particular, this paper focuses on the studies on the identities of English teachers in the Korean educational system. Major findings are as follows: First, based on the previous literature on teacher identities, teacher identities are defined as dynamic, multidimensional, and changing, as they continuously interact with individual, social, and cultural contexts. Second, it was found that studies have focused on (1) the meta-analyses of English teacher identities, (2) native-speaking English teacher identities, (3) the identities of non-native-speaking English teachers co-teaching with native-English-speaking teachers, (4) the identities of non-native-speaking English teachers including pre- and in-service teachers, and (5) teacher identity development through teacher education activities. Lastly, this paper brings up issues and suggestions on the formation and development of English teacher identities. It also offers directions for the future research on professional identities of second language teachers.

This study aims to identify differences of teachers" attitudes toward World Englishes (WE) for language teaching and language testing, and to investigate their perceptions of various rating criteria for the L2 oral proficiency test. Data were collected through questionnaires from 72 English teachers in the UK, Malaysia, and Japan. The analysis revealed that there are significant differences in their attitudes toward WE among the groups of English teachers depending on their teaching contexts. With regard to the perceptions on rating criteria, it was found that different groups of English teachers considered various rating criteria for the L2 oral proficiency test differently. The English teachers showing negative attitudes toward WE perceive grammar, pronunciation, native-likeness as more important rating criteria than the others such as vocabulary, organization, task fulfillment, and appropriateness for the assessment of non-native speakers" English language oral proficiency compared to the other group of English teachers showing positive attitudes toward WE.