Ee Ling Low

Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic

The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning

EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes

The association between teacher leadership and student achievement: A meta-analysis

How Does Pre-Service Teacher Preparedness to Use ICTs for Learning and Teaching Develop Through Their Degree Program?

Understanding teacher empowerment: Teachers' perceptions of principal's and immediate supervisor's empowering behaviours, psychological empowerment and work-related outcomes

Newly qualified teachers’ professional digital competence: implications for teacher education

The development of student-teachers' professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis

When IDLE Hands Make an English Workshop: Informal Digital Learning of English and Language Proficiency

New speakers of minority languages: the challenging opportunity – Foreword

Education for all and attrition/retention of new teachers: A trajectory study in Chile

Current Perspectives on Teaching World Englishes and English as a Lingua Franca

The rhetoric of reform and teachers' use of ICT

Thriving not just surviving: A review of research on teacher resilience

Future teacher trajectory research: Its contribution to teacher education and policy

Emerging Professional Teacher Identity of Pre-service Teachers

Towards Evidence-based Initial Teacher Education in Singapore: A Review of Current Literature

Pre-service Teachers’ Motivation in Using Digital Technology

Effects of an input–output mapping practice task on EFL learners' acquisition of two grammatical structures

Why I want to teach and how I feel about teaching—formation of teacher identity from pre-service to the beginning teacher phase

English in Singapore: Phonetic Research on a Corpus

Mandatory use of technology in teaching: Who cares and so what?