Software process tailoring (SPT) is a team-based and learning-intensive activity that addresses the particular dynamic characteristics of a development project. Because SPT critically influences how projects are conducted, its performance should be investigated. However, the extant literature lacks empirical evidence on how the underlying effects of SPT performance and its team-supportive factors operate and influence software project performance. From

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For students in a perspective English teacher program, enhancing language proficiency and teaching knowledge is essential so that they can participate in the teaching community. This study investigated the acquisition of an unfamiliar discursive practice by four undergraduate students in a perspective EFL teacher training program. The practice is storytelling which is often overlooked in teacher-training programs in the English as a Foreign Language (EFL) context such as in Taiwan. In this study, four undergraduate students in a teacher-training program of a medium-sized university in southern Taiwan were provided an opportunity to tell stories to primary-school children. Qualitative data were collected, including students' teaching experiences and reflective journals throughout the entire project, videotapes of four storytelling rehearsals and the real storytelling episodes, and interviews. By using situated learning as the theoretical framework, this study depicts the change in the students and instructor as well as in the students' co-participation patterns by which the students moved from peripheral to fuller participation. This study provides EFL teacher educators a perspective that considers teacher training as co-constructed development in situated discursive practices.

Academic courses taught in English are already difficult for many EFL students. This is especially the case if the class is conducted primarily through lectures. The aim of this study is to show that the flipped approach (FA) in an English-medium-instruction (EMI) course may be an alternative to the traditional teacher-lecture course for EFL undergraduates, if certain weaknesses in the approach are addressed. The students overall had positive perceptions of the FA, but perhaps more important and less frequently noted is that, by using the FA approach, EFL instructors can more clearly identify student-learning challenges. It is not clear, however, if the FA approach can subsequently address these challenges. Therefore, some appropriate pedagogical suggestions and shortcomings are given for those who plan to implement the FA in an EMI course.