Jul 2026· International Journal of Education and the Arts· 0 citations
Abstract
This article explores the potential of poetic inquiry to re-read Vietnamese English as a foreign language (EFL) teachers’ reflective writing as affective, ethical, and aesthetic texts. Drawing from two datasets, including private reflections collected during professional development and public-facing teaching innovation entries, the study rearranges teacher-authored lines into found poems, organized into five thematic cycles: (1) becoming, (2) constraints and care, (3) voice and silence, (4) recognition and innovation, and (5) teaching across languages. Rather than thematically coding or categorizing the data, this inquiry foregrounds rhythm, pause, metaphor, and relational weight. It treats reflective writing not only as a source of pedagogical insight but as a genre of professional authorship. The article includes a dialogic commentary and comparative discussion that situate this poetic mode within broader traditions of narrative inquiry, teacher identity research, and arts-based methods. In doing so, we argue for listening differently to what teachers say, and to how their words live beyond the analytic frame.
This study examines how writing is conceptualized in Nepal’s Grade 11 and Grade 12 English curriculum through a multimodal perspective. Although global scholarship in multimodality and multiliteracies emphasizes on meaning-making that occurs through linguistic, visual, spatial, digital, and audio modes, writing instruc...
Sanjeev Niraula· SCHOLARS: Journal of Arts &a...· 0 citations
This case study aims to ask whether inquiry-based reading reports can cultivate English majors’ critical thinking that is simultaneously responsive to the Western literary traditions and anchored in the local Chinese cultural sensibilities. Drawing on qualitative data comprised of classroom recordings, student-generate...
Zhaoyu Yang· World Journal of Educational...· 0 citations
This study examines how figurative and nonliteral language mediates power in English as a Foreign Language (EFL) classroom. It focuses on how lecturers use metaphor, analogy, ambiguity, hyperbole, rhetorical questions, contrast, and register shifting to explain content, evaluate understanding, correct behavior, and sha...
Markus Deli Girik Allo· DEIKTIS: Jurnal Pendidikan B...· 0 citations
It is argued that feedback must extend beyond error correction to address communicative effectiveness, design, and intermodal coherence (e.g., image-text alignment) and proposed a research agenda that calls for longitudinal investigation of AI-mediated and multimodal feedback ecologies.
Ana Oskoz, Idoia Elola· Studies in Second Language L...· 0 citations
This study investigates how the parallel reading of an English short story and its Kyrgyz translation can support language learning, stylistic awareness, and intercultural understanding in an English as a foreign language (EFL) higher-education setting. Situated at the intersection of linguistics and cultural studies,...
G. Kachaganova, Karamat Ibraimova, Gulira Musakhanova et al.· Revista Cultura Científica· 0 citations
This paper reports a narrative inquiry into the process of writing, self-publishing, and revising a textbook for first-year Japanese university students studying English as a Foreign Language. Developed in response to dissatisfaction with commercially produced materials, the textbook adopted an approach based on extend...
Roy Kemm· JALT Postconference Publicat...· 0 citations
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