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This small scale case study aimed at identifying the feasibility of foreign language online instruction during the abrupt change of teaching mode toward online platforms. The feasibility in this study involves the practicality and the possibility of and the concerns about language teaching and learning foreign language online as reflected by the instructors and the students. One instructor teaching as well as two students majoring each of the eight foreign languages including English, French, German, Chinese, Japanese, Korean, Khmer, and Vietnamese from an autonomous university in Bangkok, Thailand, voluntarily took part in this study. Data collected via semi-structured interviews and post-interviews written reflections indicated three levels of the practicality. The data showed the conditional likeliness of the possibility to carry on online teaching. The last finding presented concerns about foreign language online instruction. Further research is needed for a more complete understanding of the effects of online foreign language instruction in different social contexts.

This small scale study aimed at identifying (1) the characteristics of teaching practices in CLT classrooms, (2) teachers’ opinions underlying such practices, (3) their positions while adopting CLT, and (4) a knowledge base used as a framework of CLT implementation. Eight Thai teachers who regarded themselves as CLT proponents voluntarily took part in this study. Data collected via classroom observations and post-teaching semi-structured interviews indicated that CLT involved four common features including promoting ‘small talk’ in the target language, beginning the lesson with the combination of lead-in and presentation strategies, positively reacting to students’ linguistic errors, and emphasizing semi-communicative activities. The participants’ opinions underlying CLT implementation centered on playing multiple roles including lesson designers, class managers, and English users with certain levels of English proficiency. Content, pedagogical content, and subject matter knowledge served as their major elements of the knowledge base for teaching when conducting CLT lessons.

This qualitative research synthesis concludes and displays pictures of professionalism in second/foreign language education. Adopting Weed's processes as the methodological framework for doing qualitative research synthesis, the researcher employed seven steps, from retrieving to selecting studies directly associated with professionalism. The findings identify the notion of professionalism in language education, external factors affecting professionalism, concerns about professionalism, and teachers as essential agents of professionalism.

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