This qualitative study investigates multi-cases of junior high school English teachers to reveal the dissonances between teachers' beliefs and practices of formative assessment in EFL classes viewed from different Continuing Professional Development (CPD). The Data were collected by conducting semistructured interviews to all respondents, classroom observations and document studies such as journals and lesson plans. The result of this study showed that teachers with high CPD participation level have stronger beliefs in formative assessment compared to those with lower CPD involvement. Their beliefs, however, were not always practiced appropriately in the classroom. Teachers' CPD participation has no real impact on the success of formative assessment practices, although it may influence teachers' beliefs. This is due to some factors influenced the implementation of formative assessment in the classroom. Futhermore, it is expected that teachers carefully consider the influecing factors and carry out formative assessment in accordance with their beliefs.

This study investigated the contribution of word recognition from speech (WRS), syntactic knowledge, metacognitive awareness, self-efficacy to L2 listening comprehension among 92 students in English department, UIN Maulana Malik Ibrahim Malang Indonesia. This study applied Multiple Regression. The instruments consisted of tests and questionnaires. The tests were WRS, Grammaticality judgement and sentence comprehension as two components of proceduralized syntactic knowledge, and L2 listening comprehension test. Questionnaires of metacognitive awareness and self-efficacy in listening were also involved. The results of multiple regression analysis (determination coefficient) showed that word recognition from speech 3000 frequency range, syntactic knowledge (grammar and sentence comprehension test), metacognitive awareness, self-efficacy significantly determined L2 listening comprehension. The scores of word Recognition at the 1000 and 2000 frequency word level gave very little unique predictive to the regression model. This finding suggested that all variables should be promoted in learning process for students' successful L2 listening comprehension.

<p style="text-align:justify">Investigating critical incidents is one way to assist prospective teachers in expressing any developmental stage when accomplishing the teaching practice program. It is a significant component of reflective teaching in an educational framework related to continuing professional development (CPD), particularly self-directed learning. This study aims at exploring EFL prospective teachers’ field experience in cultivating their teaching competence through a critical incident analysis. A qualitative approach was applied. Three participants with different levels of English proficiency took part in this study by sharing their experiences through participating in and answering an interview and an opinionnaire. To analyze the data from the instruments, this study used descriptive analysis and coding techniques respectively. Results indicate that both negative and positive critical incidents contribute to the participants’ teaching development. The incidents support the learning process towards becoming a teacher and assist shaping their awareness of teacher identity. Further, the result of this study reveals that English proficiency level seems to take part in the strategy used for identifying critical incidents. This study implies that critical incidents provide a chance for prospective teachers to be more reflective. Thus, teacher education program stakeholders need to support critical incident analysis by giving relevant assignments while they are doing teaching practice, which in turn builds professional development in the context of prospective teachers.</p>

The study attempts to find out how Indonesian students apply Discourse Markers (DMs) to build coherence in English compositions. It employs a descriptive design, analyzing 52 target DMs and how they are used in 21 argumentative papers. The participants of the study were 21 Master’s students majoring in English Language Teaching (ELT). The results reveal that the participants employ 44 DMs in 234 occurrences, and use some DMs inappropriately in 118 occurrences. The problematic matters cover: non-equivalent exchange, overuse, surface logic, misinterpreted relation, and mistranslation. The study concludes that although the participants have shown their awareness of using DMs to build coherent compositions, there are areas where improvement is needed to increase their ability in using DMs appropriately and effectively to make their writing better and more logically connected. Recommendations to English teachers are also given as pedagogical implications of this study.

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