A videoconferencing system to communicate synchronously is an indispensable tool for educators, teachers, students, parents, and administrators in online courses. One of the effective online learning platforms that can increase student engagement and motivation in online courses is Microsoft Teams. This research aimed to explore English as a Foreign Language (EFL) students’ views of enacting Microsoft Teams videoconferencing. This study employed a mixed-method design complemented by observation, open-ended questionnaires, as well as in-depth interviews for qualitative analysis in capturing and exploring their experience of synchronous learning using the Microsoft Teams in the post-pandemic. Furthermore, close-ended questionnaires were also distributed as quantitative data. The results revealed that Microsoft Teams helped the learners to be more involved in debates with both faculty and students as a result of their participation in discussion forums. They also gained a better comprehension and knowledge of language learning. It was clear that they were highly motivated and enjoyed the online course due to its ease of use and fun features, and they appreciated direct feedback in the synchronous online meeting. Thus, the learners with strong motivation can develop their learning autonomy. They can monitor and evaluate their self-progress in learning. Further research is highly recommended for exploiting Microsoft Teams to create innovations in a virtual classroom.

In language learning environments, technology is rapidly manipulated to encourage engagement, promote autonomy, and boost motivation. Many instructors have initiated to exploit online platforms and tools as a more engaging alternative to conventional activities. One of the engaging, and enjoyable games is Kahoot. The purpose of this study is to perceive the course content of Kahoot in the classroom to increase exam scores in vocabulary, and boost student engagement, and motivation. In addition, this study also explored the issues encountered by students in vocabulary learning through Kahoot. The impact of gamification on student achievement was assessed using quantitative and qualitative methods on the first-year students of the English department (N = 82). The findings revealed that incorporating Kahoot for teaching vocabulary effectively allows learners to expand a deeper understanding of vocabulary and course concepts indicated by exam scores improvement. This method also has a positive impact on student engagement as well as motivation. Furthermore, rigorous future research is needed to fully understand Kahoot’s efficacy and to improve pedagogy in the vocabulary classroom.

Post-method pedagogy is often seen as an effective way to help EFL teachers develop their theory of practice. This paper investigated the name of personal practice theory used by EFL teachers, the underlying reasons for using personal practice theory, teachers' perceptions of using personal practice theory, and the implications that may be made from using personal practice theory. This study involved 36 (thirty-six) English teachers teaching at different levels of education in several cities in East Java, Indonesia. This study used qualitative research that helped the researchers to cover a deeper understanding of the data. Furthermore, the researchers gained the data by conducting an open-ended questionnaire through a Google form. The results revealed four main points; 1) most English teachers recognize their theories and label their theories, but some of them theorize their practice, but they use flexible methods; 2) the adoption of the personal theory was justified based on needs, ease of learning, heterogeneous classes, students' abilities, producing enjoyable learning, familiarizing students with good English, and improvement, 3) the majority of teachers had positive views on the use of personal practice theory, like students are easier to comprehend learning materials, and 4) the use of personal practice theory had a positive effect on a variety of student outcomes. This study might contribute to the English language teaching field that theorizing practice is essential to establishing a meaningful learning environment. Finally, this study suggests that English teachers should reflect on their practice in creating their theory to improve their professional growth.