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This research explores the shared learning of non-native EFL (English as a Foreign Language) teachers engaged in a voluntary teacher inquiry group over one year. This study aims to illuminate the most salient issues involved in the revision of Whole Language knowledge into their prospective contexts. It also examines how group interaction patterns facilitate the revision of Whole Language in EFL contexts. During the initial data analysis, a cyclical pattern was discovered, characterizing the group dynamic. This pattern was very close in form to what has been published as "the inquiry cycle." This similarity is noted, but a new, modified version of the inquiry cycle is formalized as part of the analysis. This study provides avenues for understanding how EFL teachers perceive the tensions involved in transferring Whole Language gained in the U.S. to their home contexts. The study examines the process of professional growth during participation in the study, a process that not only improved participants' knowledge of English language teaching and learning in different cross-cultural EFL contexts, but also supported and perpetuated the growth of a collaborative EFL teacher community. The results of the study also demonstrate how Whole Language could best be reshaped and used in English language teaching fields. [ABSTRACT FROM AUTHOR]

Peer evaluation is a teaching method by which students exchange written drafts of their work with their colleagues for the purpose of appraisal. The use of this method has become well known and widely adopted in the LI classroom environment (Beach, 1989). However, English writing courses have been considered as one of the most difficult subjects for most ESL/EFL (English as a second language/English as a foreign language) English teachers This study investigated the perspectives of using peer evaluation and teacher's feedback in terms of implicit and explicit correction in a writing class on one internet platform from 50 third-year students in the Department of Applied Foreign Languages at one University of Science and Technology in central Taiwan. Interviews from the writing teacher were conducted twice during the semester. A questionnaire for students was also employed in this study. The results of the study showed that most students had positive comments on peer evaluation. However, dependency on more teacher's feedback and doubts on peer's abilities were also discussed in the paper. [ABSTRACT FROM AUTHOR]