This autoethnographic study examines the author’s transition from traditional English-language classroom teaching to YouTube-based instruction. It analyzes how algorithmic milestones, learner engagement, and affective labour produce new forms of symbolic capital. The author argues that online teaching demands pedagogical adaptation and emotional resilience, while professional legitimacy increasingly derives from recognition within participatory communities rather than institutional hierarchies.
The study examined conceptual, practical, and socio-emotional dimensions of assessment literacy among 68 lead teachers and 138 instructors in Canada's LINC program. Results indicated interrelated literacy dimensions: on-the-job training reduced perceptions of negative portfolio-based assessment effects on learners, while university assessment education increased theoretical knowledge, confidence, and recognition of negative washback from such assessment.
This study examined the effects of explicit suprasegmental and connected speech instruction combined with communicative tasks of varying complexity in three intact first-year EFL classes in Costa Rica. Pretest and posttest spontaneous speech samples were evaluated by 36 L1-English listeners. Both task groups improved in intelligibility, the simple-task group improved in comprehensibility, and no significant changes in accentedness occurred in any group.
A study grounded in Complex Dynamic Systems Theory examined group dynamics during an eight-week VR-mediated telecollaborative project involving 64 Taiwanese and 13 New Zealand university students. Analysis of reflective accounts, portfolios, and meeting videos showed that linguistic proficiency and anxiety shaped initial participation, yet groups with similar profiles developed markedly different trajectories. Pedagogical strategies are proposed for more equitable online L2 environments.
Key takeaways2
Interactional trajectories emerged through dynamic interplay among task involvement, moral duty, status, leadership, and intermember relations.
Task and social dimensions co-evolved over time, generating feedback loops that either facilitated or constrained group functioning.