This study explored how instructional audio feedback was perceived by English as a Foreign Language (EFL) and English as Second Language (ESL) students who participated in a collaborative online project involving two classes, one in Russia and the other in the US. Specifically, it examined: 1) the possible differences between EFL and ESL students’ perceptions of audio and text feedback when receiving audio feedback from a non-native speaker (NNS) and 2) the possible differences in their perceptions of the sense of presence (teaching, social, and cognitive) as determined by the Community of Inquiry (CoI) framework when receiving audio feedback from the NNS instructor. A mixed methods research design was utilized. The two groups preferred receiving both written and audio feedback, but their perceptions of teaching presence differed. This study has broad implications not only for online learning environments but any learning environment that includes EFL/ESL students.

The chapters within this collection not only report new research but also share a wealth of pedagogical, curricular, and programmatic practices relevant to second-language writers. Representing a range of institutional perspectives—including those of students and faculty at public universities, community colleges, liberal arts colleges, and English-language schools—and a diverse set of geographical and cultural contexts, the editors and contributors report on work taking place in the United States, Asia, Europe, and the Middle East.

This textbook compiles practical strategies and theoretical insights from the Every Teacher is a Language Teacher event at uOttawa, designed for pre- and in-service teachers. Organized by the Second Language Education cohort, it blends research-based practices with classroom-ready methods. Aimed at teacher education and professional development, the book bridges theory and practice, promotes inclusive and anti-racist pedagogy, and addresses the evolving challenges of technology and globalization in language education.

This study compared how EFL and ESL students in a collaborative online project (Russia–US) perceived audio versus written feedback from a non-native speaker, using a mixed-methods approach. Both groups preferred a combination of audio and written feedback, though they differed in how they experienced teaching presence, suggesting important implications for feedback practices in diverse learning environments.

A website describing in-class activities (good for warm-ups).

A database of shared lesson plans (not only ESL), registration required to download.

According to Textbook Revolution, “Here is an online-only manual to help foreign students in their academic endeavors. It presumes a pretty solid knowledge of English to start with, but offers plenty of useful tips for students coming to college in an English-speaking country. It also has an extensive collection of sound clips to help with listening skills.”