Scientific mapping of research on English as a foreign language (EFL) reading instruction: A thirty-year perspective.

In recent years, English as a foreign language (EFL) reading instruction has emerged as a prominent and recurring research theme in the realm of education. Despite this growing interest, prior studies have not outlined the research status of EFL reading instruction from a bibliometric lens. Addressing this gap, the present study aims to provide valuable insights into the research landscape of EFL reading instruction by using scientific mapping analysis on documents sourced from the Web of Science Database between 1994 and 2023. The study found that: 1) The analysis of publication trends suggests that the field of EFL reading instruction continues to evolve, with a foreseeable ongoing increase in research output. 2) Asian countries, specifically Iran, China, and Saudi Arabia emerge as leading contributors and collaborators in terms of research on EFL reading instruction. 3) Authors mainly from Asian countries demonstrate the highest levels of productivity and citation impact. 4) The most productive and cited journals primarily originate from developed countries, notably the United Kingdom and the United States. 5) The research foci identified cover various aspects such as "technology-based instruction," "critical thinking," and "literacy skills." However, there is an emerging shift in research focus towards themes "English proficiency," "Covid-19," "technology," "blended learning" and "mobile-assisted language learning (MALL)." By shedding light on the significant concepts and trends of the research field, this study adds to the burgeoning body of literature and provides valuable guidance to new scholars seeking to enrich their knowledge and perspectives on this particular topic.

Towards the Contributing Factors for the Inconsistency Between English as a Foreign Language (EFL) Teachers' Equity-Oriented Cognition and Practices.

Backgrounds and Aims: Though EFL teachers now generally hold an equity-oriented mindset, they are often blamed for not implementing equitable practices in the actual teaching. The contributing factors causing cognition-practice inconsistency should be recognized and highlighted to ensure equitable teaching. Therefore, by taking an interpretative qualitative approach, this study explored in-depth the contributing factors that caused the mismatch between EFL teachers' equity-oriented cognition and practices. Methods: We adopted classroom observation and stimulated recall interviews with 10 university teachers to examine the contributing factors that lead to cognition-practice inconsistency. Results: Our results showed two experiential factors (unpleasant schooling experiences and limited effective training) and five contextual factors (unfavorable student factors, inharmonious classroom climate, toxic school contexts, equity-deficient education system, and negative social cultures) mediated the relationship between teachers' equity-oriented cognition and practices. Conclusion: The findings shed light on an association between influential factors and teachers' equity-oriented cognition-practice mismatch. Moreover, an equity-oriented teaching framework was thus proposed to help eliminate the constraining effect of these factors.

The Impact of COVID-19 Pandemic on Flipped Classroom for EFL Courses: A Systematic Literature Review.

The outbreak of the COVID-19 pandemic has had a significant impact on education. The closure of schools and the cessation of face-to-face classrooms have affected schools and students worldwide. The current need is to transform the traditional classroom to adapt to the new social and educational background. The flipped classroom is usually defined as a strategy to subvert the conventional academic environment; that is, the information transmission part of the traditional face-to-face lecture is removed from the classroom time for online self-learning. The flipped classroom is a highly flexible classroom mode, which has brought significant changes to education. Therefore, this study aims to examine the studies' research trends, advantages, and challenges concerning the flipped classroom for EFL courses during the COVID-19 epidemic. For this purpose, databases including the web of Science (WOS) and Scopus were reviewed, and 15 articles were analyzed. A systematic review was used as the research methodology. The study's findings revealed the effectiveness of flipped classrooms for EFL courses during the pandemic. Based on the review, this paper puts forward suggestions for future research and points out the future development direction.

Teacher Cognition and Practice of Educational Equity in English as a Foreign Language Teaching.

Teachers involved in English as a foreign language (EFL) teaching play a significant role in the process of moving toward educational equity. Teacher cognition is very influential in shaping teacher practice and thus affects students' academic performance. However, although the role of EFL teachers as equity agents has been recognized, few studies have explored EFL teachers in-depth in terms of their cognition and practice. Moreover, no review studies have given sufficient attention to the task of elucidating the interrelations between EFL teachers' cognition and practices in the context of educational equity. Therefore, to provide a novel perspective and generate fresh insights into this research field, the current study attempts to explain the connotations of these constructs, highlights the interplay between EFL teachers' equity-oriented cognition and practice, and identifies both experiential and contextual factors that might have an effect throughout the teaching process. Finally, practical implications and directions for teachers, researchers, policy-makers, and social justice leaders who are interested in actualizing education as a means of attaining equity are also discussed.