This paper aims to make a critical discussion of Dogme ELT, an innovative pedagogy in English language teaching first developed by Thornbury (2000). This paper first provides a comprehensive review of second language acquisition and pedagogical theories as well as post-methods era perspectives in English language teaching. After that, the authors discuss different aspects of Dogme ELT and figure out the room for Dogme ELT in English language teaching in the post-methods era. Dogme ELT is rooted in a conglomerate of compatible theories in second language learning and teaching. The most noticeable perspective may be that the language teachers should not rely mainly on prescribed coursebooks, but teach design tasks based on learners’ problems and interests. There should be more studies on various aspects of Dogme ELT, although it satisfies most, if not all, basic principles in English language teaching theoretically. The authors also figure out gaps in research and recommendations for English language teachers and learners.

Since the World Health Organization initially declared the outbreak of the COVID-19 pandemic, new issues have arisen in English language teaching (ELT). Although task-based language teaching (TBLT) and task-supported language teaching (TSLT) have received significant academic attention and recognition in traditional classroom settings, there is insufficient research on their effects on students’ L2 motivational self system and speaking self-efficacy in an online emergency EFL classroom. Therefore, this mixed-methods study aims at investigating the impacts of TBLT, TSLT, and PPP on the L2 motivational self system and speaking self-efficacy of students at Hanoi University (HANU). After collecting 117 questionnaires from three English-major speaking courses and performing a group interview with 12 students, the researchers examined the quantitative and qualitative data using one-way ANOVA, sentiment analysis, and content analysis. The findings revealed that task-based instruction was more successful than the PPP approach in increasing student speaking self-efficacy and L2 motivational self system in the online emergency EFL speaking classroom. Moreover, teachers should pay attention to five elements related to the application of PPP, TBLT, and TSLT, including the teacher’s role, time allocation, content, group work and peer support, and pre-task/activity preparation, which influence learners’ perceived motivation and speaking self-efficacy

Peer observation is among the popular tools to evaluate teacher's performance in the classroom. As education evolves and becomes more eclectic, the focus of peer observation is not merely to assess teachers but also to facilitate them in pursuing their professional development. Characterized by the SALSA (Search, Appraisal, Synthesis and Analysis) framework of Grant and Booth (2009), this critical review searches, appraises, synthesizes, and analyzes the literature in contemporary models of peer observation globally, based on which the author adopts two peer-observation models left out by other researchers. The article then critically discusses the questions regarding the benefits and concerns, as well as proposes holistic solutions to enhance peer observation of teaching. Finally, the author points out the research gaps and offers further pedagogical recommendations for applying peer observation of teaching as a professional development protocol from both managerial and professional perspectives.

Social distancing due to COVID-19 has necessitated the immediate implementation of Internet-based English language teaching (ELT) in developing countries. This abrupt transition from face-to-face to online learning and teaching environment has brought up many concerns, particularly about maintaining ELT education in crises, one of which is how teachers scaffold students in Internet-based classrooms. Although there is an extensive body of research devoted to scaffolding students’ learning in face-to-face ELT classes, effective teachers’ scaffolding strategies in online classes are still worth receiving further scholarly attention. Therefore, this article reviews contemporary research on scaffolding strategies for teachers to apply in their Internet-based ELT classes. After discussing the inherent difference between scaffolding and support, and the relationship of scaffolding, support, and linguistic competence, the author synthesizes and systemizes scaffolding functions, intentions, and strategies applicable to the Internet-based English class. The author also suggests practical recommendations that teachers can utilize to scaffold students in differential teaching and learning contexts on the Internet. Finally, this article addresses some common challenges and suggests solutions for teachers to conduct scaffolding strategies effectively in Internet-based ELT classrooms.

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