Creativity, critical thinking, problem-solving, communication, and collaboration are 21st-century skills that prepare individuals to succeed in the changing world. Therefore, there is a strong pedagogical need to promote these skills in EFL classrooms, given that meaningful language learning enables learners to use English as a tool for effective communication. However, the Chinese learning culture has long been criticised for being reluctant to develop thinking skills. Hence, this study aims to break the stereotypes and to find out how teachers promote thinking skills in Chinese primary EFL classrooms. The key finding reveals the use of silence as an opportunity to promote thinking, whereas challenges, such as insufficient pedagogical knowledge, are also identified from classroom interaction. Pedagogical suggestions are put forward for teacher educators and teachers in the field of language education.

Language education in higher education has been significantly impacted by COVID-19, and this has placed significant pressure on practitioners around the world irrespective of their respective experience prior to the pandemic. Teachers are now expected to deliver classes utilising new mediums whilst learning how to use different technologies. This can place a significant strain on individuals, institutions, and education sectors as everyone is expected to become proficient in a new normal working environment. In light of this, this chapter considers the in-service professional development needs and experiences of 88 language teachers at a Sino foreign university in Mainland China. The aim is that the insights provided here will help education providers better understand the challenges that their staff may be facing and consider ways in which teacher learning can be addressed. This chapter should be of interest to educators, managers, leaders, and policymakers in a wide range of international settings.

This chapter considers EAP language teachers' perceptions of the working reality English educators are faced with during the 2021-2022 academic year. It draws on experiences at a specific case study institution, namely a Sino-British one based in China. Adopting a qualitative study design and interviewing eight practitioners, the results from semi-structured interviews suggest that for EAP teachers in a time of technology-enhanced learning that a transition has occurred from pre-pandemic to today, a time in which the challenges of the pre-COVID-19 era now reside alongside the difficulties that the pandemic has presented. Some of these are global issues, such as how to integrate technology best and deal with new teaching norms and disruptions, while others may be more localised on a national and institutional level and include working around growing student numbers and expatriate departures which taken together can stretch resources. That said, technology, increased autonomy, and enhanced staff motivation (in some cases) are also positives that have been derived in some instances.

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