-
Communicating research findings to ELT practitioners in Sri Lanka ELT J. (IF 3.1) Pub Date : 2024-09-14 Bimali Indrarathne
Whether or not ELT practitioners have access to research findings, their understanding of them and the perceived relevance to their own contexts are important debates in the language education field. This paper discusses an initiative that attempted to disseminate research findings relating to teaching/learning grammar to a group of ELT teachers in Sri Lanka. Participant feedback analysis highlights
-
Self-assessment for primary English language teachers in Europe ELT J. (IF 3.1) Pub Date : 2024-08-27 Ronald Kemsies, Georg Hellmayr
In this article we introduce a practical self-assessment tool for primary English language teachers which can be used in pre-service as well as in in-service contexts. It consists of methodological descriptors that have been derived from a qualitative analysis of representative textbooks. Through the application of thematic coding, common approaches and techniques could be identified and systematically
-
A professional training to make English language instructors AI-ready ELT J. (IF 3.1) Pub Date : 2024-08-22 M Haldun Kaya
This qualitative case study aims to investigate the impact of a specially designed professional development course on three aspects: English language instructors’ (1) knowledge, (2) skills, and (3) self-efficacy in integrating AI into their teaching. Cognitive apprenticeship and socio-constructivism set the theoretical foundations of this course. Working with 20 instructors at university, the researcher
-
Can novice teachers detect AI-generated texts in EFL writing? ELT J. (IF 3.1) Pub Date : 2024-07-19 Vanessa De Wilde
The introduction of generative artificial intelligence (AI) to the wider public could have a huge impact on EFL learning and teaching. Researchers have voiced concerns that learners might lean too much on technology. Previous studies have investigated the use of AI tools in L2 writing with various populations and found that it was difficult for teachers to detect use of AI and that teachers mainly
-
Materials writing as a vehicle for teacher learning ELT J. (IF 3.1) Pub Date : 2024-07-13 Shanshan Yang, Masatoshi Sato, Dingfang Shu, Beilei Wang
This study explored how secondary school EFL teachers engaged in professional learning opportunities when they participated in the development of ELT materials. While increasing research has examined language teaching materials and teacher learning, the two research fields have remained largely disconnected, hindering the potential of materials writing for professional learning. With eight teachers
-
Worked examples for peer interaction: a feedback and learning resource ELT J. (IF 3.1) Pub Date : 2024-07-11 Daniel M K Lam
Feedback penetrates many walks of our lives, and its importance in L2 teaching and assessment is well recognised. However, while corrective feedback and writing feedback have been the focus of much L2 research and classroom practice, there seems relatively little attention to feedback on spoken interactional skills. Concomitantly, translating research on interactional competence (IC) to classroom practice
-
Exploring learner engagement in an Indian ESP classroom ELT J. (IF 3.1) Pub Date : 2024-07-08 V K Karthika
The lack of interest from learners and their struggles to engage in classroom activities can impede the learning process. In this article, I discuss a framework that has proven effective in my teaching environment, fostering both initial and sustained engagement among learners throughout a course. The CLARA model, adapted from Mercer and Dörnyei (2020), outlines key principles of learner engagement
-
Using personal development activities to improve learners’ well-being ELT J. (IF 3.1) Pub Date : 2024-06-30 Agnes Orosz
During the semester of Oct 2022 to Feb 2023, I decided to incorporate personal development activities into my C1-level General English classes at an Ecuadorian teacher training university in the hope that it would positively impact my students’ well-being both in the present and in preparation for their future careers and lives beyond the classroom. This was only the second face-to-face semester after
-
Global Englishes-oriented teacher education: lasting shifts ELT J. (IF 3.1) Pub Date : 2024-06-12 Brooke R Schreiber, Mihiri Jansz
Despite a growing body of research demonstrating the pluralistic nature of English today, ELT globally still tends to uphold traditional ‘native-speaker’ norms. A Global Englishes language teaching (GELT) approach to teacher education is one way of breaking down that gap, yet it is not well known how the effects of this approach might hold up over time. This article reports on a study of three Sri
-
Imagining an anti-racist pronunciation pedagogy ELT J. (IF 3.1) Pub Date : 2024-03-28 Vijay A Ramjattan
This article is an initial imagining of what an anti-racist pronunciation pedagogy (APP) might look like in ELT contexts such as immigrant employment training and international students studying in North American higher-education institutions. Three possible foci of an APP are briefly explored. First, this pedagogy helps students refuse the idea of the phonological superiority of the white native speaker
-
Raising awareness among the TESOL community about the professional identity tensions of women EFL teachers in Africa ELT J. (IF 3.1) Pub Date : 2024-03-07 Kadidja Koné, Fatoumata Kéita, Binta Koita
This collaborative autoethnographic study explores how three female university English teachers in critical friendship navigated professional identity tensions related to the ideological biases of male faculty members implying that women do not belong in academia because of their gender and the responsibilities it entails in an African context. In a reflective collaborative autoethnography, the women
-
Centring on students’ needs by engaging in translanguaging shifts ELT J. (IF 3.1) Pub Date : 2024-03-02 Chiu-Yin Wong
The study reports how an ESOL teacher engaged in translanguaging shifts in a content and language integrated learning classroom in the United States. The study findings, from ethnographic methods and conversation analysis, indicated that the teacher engaged in translanguaging shifts centring on the students’ learning needs. She created a co-learning environment in which she and the students co-developed
-
Competence-based language curricula: implementation challenges in Africa ELT J. (IF 3.1) Pub Date : 2024-02-07 Dorothy Atuhura, Rebecca Nambi
Drawing on a case study design, this article examines the real-life adaptive challenges secondary school teachers of English in Uganda face while implementing the 2020 English language competence-based curriculum innovation. Findings indicate that scarcity of instructional materials, time constraints and large class sizes, limited planning and stakeholders’ support, dissonance between local culture
-
Ideologies and practices of the use of L1 in L2 vocabulary tasks ELT J. (IF 3.1) Pub Date : 2024-02-02 Sultan Altalhab, Fatma F S Said
This qualitative study sets out to understand the beliefs, functions, and practices of using L1 among EFL learners while they learned new L2 vocabulary. Forty-two Saudi male university students were randomly assigned to 21 pairs and asked to complete three reading comprehension tasks. All pair interactions were audio-recorded. Afterward, interviews were conducted with 21 students. The results suggest
-
Teacher and learner well-being in collaborative classroom research ELT J. (IF 3.1) Pub Date : 2024-01-10 Annamaria Pinter
This paper focuses on Seligman’s (2011) PERMA components (positive emotion, engagement, relationships, meaning, and accomplishment) of well-being. Teachers’ reflection data have been analysed deductively to identify components of PERMA as relevant to themselves as well their perceptions of their learners’ well-being during and after a longitudinal classroom action research project in India. The original
-
Introduction to the special issue on positive psychology and wellbeing ELT J. (IF 3.1) Pub Date : 2023-12-28 Pia Resnik, Sarah Mercer
This introduction to the Special Issue on ‘Positive Psychology and Wellbeing’ begins by outlining the history and relevance of Positive Psychology (PP) for ELT. A key construct in PP is wellbeing, which all the papers in this Special Issue focus on. In this introductory article, we describe how the term wellbeing has been used and how it is defined in this collection. We discuss why wellbeing matters
-
Exploring teacher classroom behavior and wellbeing from the student perspective ELT J. (IF 3.1) Pub Date : 2023-12-22 Sharona Moskowitz
In recent years, an increasing drumbeat around emotion research in ELT has brought to the fore an appreciation of teacher psychology and the emotional underpinnings of the teacher–student relationship. This study explores how students report their teacher’s classroom behavior and how those observations lead learners to make broader impressions about the teacher’s mental state. As part of a larger study
-
Migrant grandparents in Australia: English learning and well-being ELT J. (IF 3.1) Pub Date : 2023-12-15 Alice Chik, Jill Murray
Migrant families often invite grandparents to move to Australia when babies are born. In order to provide support to their families, many of these grandparents have to retire from their own professional careers and migrate to Australia to start new lives. Some speak English as an additional language, with or without formal education, prior to arriving in Australia. Once in Australia, these senior migrants
-
ELT teachers’ agency for wellbeing ELT J. (IF 3.1) Pub Date : 2023-12-12 Giulia Sulis, Astrid Mairitsch, Sonja Babic, Sarah Mercer, Pia Resnik
Wellbeing is crucial for teachers, not only for themselves but also for ensuring that they teach to the best of their abilities. Thus, identifying ways of empowering teachers to take action to boost or maintain their wellbeing is vital. In this article, an ecological lens is adopted to understand what determines language teachers’ agency for wellbeing. A thematic analysis of in-depth interviews with
-
Teaching positive psychology lessons in an intensive English program ELT J. (IF 3.1) Pub Date : 2023-11-29 Carolee Rogers, Benjamin L McMurry, Dan P Dewey
This article investigates the effectiveness of positive psychology interventions (PPIs) in an intensive English program for non-matriculated university students. Interventions based on the PERMA model were implemented through weekly 65-minute lessons given during the first class of each week. These were followed by short daily activities during the rest of the week. Using positive psychology topics
-
Language teacher wellbeing: an individual–institutional pact ELT J. (IF 3.1) Pub Date : 2023-11-29 Tammy Gregersen, Peter MacIntyre
Although positive psychology (PP) is characterized as a tripartite approach to human flourishing that considers emotions, traits, and institutions, to date the role of institutions has been relatively overlooked. This is particularly problematic when exploring language teacher wellbeing because a teacher’s ability to thrive is also dependent upon the context in which they work. Combining the results
-
Social-emotional learning in ESOL with ninth-grade newcomers ELT J. (IF 3.1) Pub Date : 2023-11-10 Luis Javier Pentón Herrera
Social-emotional learning (SEL) initiatives can have a positive effect on students’ emotions and well-being. However, SEL in ESOL classrooms remains underexplored. This article reports on a qualitative study which investigated ESOL learners’ perceptions of the effectiveness of SEL strategies in terms of their emotions and well-being. The study generated data using daily classroom observations, recorded
-
Implementing a reading-to-learn programme in EFL bilingual teaching ELT J. (IF 3.1) Pub Date : 2023-08-22 Harni Kartika-Ningsih
This article draws on a study that investigated an implementation of reading-to-learn pedagogy (R2L) on EFL students’ writing. The study involved a group of Year 8 students from an Indonesian public school who were taught English using R2L strategies that had been specifically developed for EFL classrooms, where both L1 and L2 are used as the instructional language. Classroom observations, student
-
Implementing rubric co-construction in ESL writing teaching ELT J. (IF 3.1) Pub Date : 2023-06-29 Tong Zhang, Zhenjie Weng
Rubrics are often used as scoring tools in evaluating student writing performance. Although there is a considerable amount of research on the use of rubrics in ESL writing instruction, little attention has been paid to studies of engaging students in rubric co-construction in the ELT context. This study investigates the implementation of teacher-student rubric co-construction as an alternative formative
-
Teaching listening in middle schools: perceptions of practice ELT J. (IF 3.1) Pub Date : 2023-06-28 Daniela Ramírez-Orellana, Mónica S Cárdenas-Claros, Belen Cáceres-Ramírez
This qualitative case study first examined middle school teacher perceptions of practice regarding L2 listening instruction and, from these, proposes guidelines to favour L2 listening development. Novice middle-school teachers from Chile (n = 14) were guided within semi-structured interviews to reflect on their own L2 listening teaching practices in public and semi-private school classrooms. Verbal
-
‘The effect is/isn’t significant!’: statistical evidence and ELT ELT J. (IF 3.1) Pub Date : 2023-06-10 Natalie G Koval
Statistical significance and averages are two pieces of statistical information that are often presented as evidence in support of researchers’ conclusions and teaching recommendations. In this article, I consider interpretation of this information as research evidence for ELT. In simple terms that will be accessible even to readers without any knowledge of statistics, I explain the basic nature of
-
The pandemic as a catalyst for teacher and student well-being ELT J. (IF 3.1) Pub Date : 2023-06-09 Elena Ončevska Ager
This article reports on a well-being project in which I took part and which was supported by my institution, a university department supporting the development of prospective teachers and translators of English, but also of other foreign languages. The project was designed and run in response to the COVID-19 pandemic and has the potential to inspire other institutions or ELT professionals to consider
-
A Kazakhstani English Language teacher’s perspective on multilingual practices ELT J. (IF 3.1) Pub Date : 2023-05-29 Maira Klyshbekova
Kazakhstan is now embracing a trilingual education policy through the use of Kazakh, Russian, and English as mediums of instruction. The policy expects multilingual practices from the teachers of content disciplines; however, the same cannot be said for English language teachers. English language teachers are still trapped in English-only practices, making them rely on only the target language when
-
Strategies for avoiding misunderstanding in English L2 conversations ELT J. (IF 3.1) Pub Date : 2023-05-25 Kim McDonough, Chen Liu, Pavel Trofimovich
To contribute to existing research that describes how L2 speakers avoid misunderstanding during conversation, the current study examines the strategies used by university students in Canada. The students (N = 104) were audio-recorded while carrying out two communicative tasks in pairs: exchanging personal experiences about moving to Canada, and discussing academic research studies. Transcripts were
-
Linguistic landscapes tasks in Global Englishes teacher education ELT J. (IF 3.1) Pub Date : 2023-05-24 Osman Solmaz
This cross-sectional study attempts to investigate the impacts of linguistic landscape (LL) tasks on EFL teacher candidates’ understanding of English in local and global contexts. To this end, three cohorts of student teachers carried out LL fieldwork, uploaded images of English signage to an LL application, Lingscape, and submitted a mini research paper on the use of Englishes. They also wrote a reflective
-
From notes to writing: three students in focus ELT J. (IF 3.1) Pub Date : 2023-05-11 Joseph Siegel
Taking notes while listening not only aids comprehension and concentration in the moment but also creates an external storage repository of information for later use. As the number of students taking content courses in their L2 in English medium instruction contexts grows, L2 notetaking abilities are beginning to receive much-needed pedagogic and research attention. Students use their notes for a variety
-
Decolonization as pedagogy: a praxis of ‘becoming’ in ELT ELT J. (IF 3.1) Pub Date : 2023-04-22 Suresh Canagarajah
This introduction to the special issue on ‘Decolonizing ELT’ defines pedagogy as expanding beyond the classroom and knowledge concerns to accommodate embodied affective, social, and cultural learning that draws from and transforms environmental and geopolitical spaces. It defines pedagogy as a ‘praxis’, involving the reflexivity of action, reflection, and relearning, thus challenging the condescending
-
ESOL classes as trauma-sensitive physical spaces ELT J. (IF 3.1) Pub Date : 2023-04-18 Orsolya Dunn
I have worked in ESOL for the best part of 15 years now in the west of Scotland in a number of educational contexts engaging learners with ESOL needs from a variety of backgrounds. I have often thought of working in ESOL as akin to completing a 1000-piece jigsaw; having to work with an infinite number of variables, fitting together all the parts, coping with the continuous stream of missing pieces
-
Critical literacy supplementary materials in high school EFL ELT J. (IF 3.1) Pub Date : 2023-04-17 Hyeyoung Jung
Building on the concept of Freirean culture circles, this study reports on the development of supplementary materials to incorporate critical literacy into high school EFL textbooks. Collaborating with two experienced high school EFL teachers in South Korea, critical supplementary materials were developed to compensate for the speaking sections of Korean high school EFL textbooks. Teacher interviews
-
Decolonizing ELT materials: a sociomaterial orientation ELT J. (IF 3.1) Pub Date : 2023-04-13 Miso Kim
This article adopts a sociomaterial perspective on ELT materials and illustrates how a mandatory textbook is used as a springboard to create decolonizing relations in the classroom ecology. Sociomaterial perspectives view learning as not the transmission but the emergence of knowledge from embodied relations, which shifts the focus from the textbook itself to the relations surrounding it. Based on
-
Decolonizing classroom discourse: insights from interactional research ELT J. (IF 3.1) Pub Date : 2023-04-13 Daisuke Kimura, Aurora Tsai
With the goal of contributing to ongoing efforts to decolonize ELT, this article addresses the potential of microanalytic research into classroom interaction in disrupting hegemonic forces of coloniality. Microanalytic research provides a step-by-step, minute examination of interactional discourse, and it has the capacity to reveal gaps between official policies/participants’ beliefs and actual communication
-
Decolonizing ELT methods through critical thematic units ELT J. (IF 3.1) Pub Date : 2023-04-12 Mario E López-Gopar, William M Sughrua
The purpose of this paper is to resist the ‘colonial’ status of ELT by discussing our attempts to decolonize ELT methods through critical thematic units (CTUs), co-developed and applied by Mexican student-teachers working with children in Oaxaca, Mexico. Understanding that epistemologies (knowledge) and in consequence language methods are provincial, historically situated, and embodied in children’s
-
Transepistemic English language teaching for sustainable futures ELT J. (IF 3.1) Pub Date : 2023-03-19 Paul J Meighan
There is a relationship between language and the environment. Languages shape worldviews, inform behaviours, and are not disconnected from local political, sociocultural, and ecological contexts. English has an enduring colonial, imperialist, and assimilationist legacy and can be easily delinked from context, culture, and place. In this article, I argue that an epistemic (un)learning of the Western
-
Intensive English programme ecology: decolonizing ‘within the cracks’ ELT J. (IF 3.1) Pub Date : 2023-03-18 Jason Litzenberg
Intensive English programmes (IEPs) are college and university units that provide international students with academic English instruction for the purpose of admission to the host institution. IEPs are colonial endeavours: they commodify and promote a language with a traceable colonial history that is reinforced through modern structures of knowledge distribution within higher education. Reliance on
-
Digital literacy as ideological practice ELT J. (IF 3.1) Pub Date : 2023-03-17 Csilla Weninger
Digital literacy is high on the educational agenda in many countries as it is seen as an essential attribute of a discerning citizenry and a competitive workforce. A host of frameworks and conceptualizations have been proposed—both from scholars and from transnational organizations—for the curricular implementation of digital literacy in educational institutions. While there seems to be consensus on
-
Black Lives Matter in an EFL speaking class ELT J. (IF 3.1) Pub Date : 2022-12-14 Eser Ordem
Critical pedagogy in ELT mainly aims to encourage learners to address current sociopolitical issues and speak up for change. Thus, encountering a real-world issue might aid in deconstructing a given order of discourse found in the textbooks and gaining a more realistic perspective. This reflective study was conducted at a Turkish university and is based on a participatory approach in which the teacher-researcher
-
Do students’ oral corrective feedback beliefs matter to teachers? ELT J. (IF 3.1) Pub Date : 2022-11-26 Xuan Van Ha
This study explores the impact of students’ beliefs on teachers’ beliefs regarding oral corrective feedback through a targeted professional development programme. The programme comprised a one-day seminar during which eleven high-school EFL teachers were presented with and discussed the findings of a study of their students’ feedback beliefs, and follow-up experiential learning activities through reflective
-
Digital multimodal composing in English language teaching ELT J. (IF 3.1) Pub Date : 2022-11-25 Matt Kessler, Francesca Marino
In this series, we explore technology-related themes and topics. The series aims to discuss and demystify what may be new areas for some readers and to consider their relevance for English language teachers.
-
Decolonizing business English: exploring classroom ideologies ELT J. (IF 3.1) Pub Date : 2022-09-28 Chris Banister
The inherent coloniality of ELT, as both driver and product of Anglophone political power, poses particular challenges for ELT teachers and learners looking to engage with decolonizing agendas. With only scant evidence of these agendas translating into ELT practice, I explored decolonial options, counter-hegemonic actions, with my undergraduate business English learners, adopting a form of practitioner
-
Cross-fertilisation, not bifurcation, of EMI and EAP ELT J. (IF 3.1) Pub Date : 2022-09-09 Nicola Galloway, Heath Rose
The article responds to Wingate and Hakim’s paper, where they criticise English Medium Instruction (EMI) research for not drawing on research and practices from EAP. We concur that this cross-fertilisation of knowledge is beneficial for both fields but emphasise the breadth of the current EMI research agenda, which explores several issues beyond English language and academic preparedness. We also counter
-
Moving beyond ‘infancy’: towards a cross-fertilization between EMI and EAP scholarship ELT J. (IF 3.1) Pub Date : 2022-09-09 Ursula Wingate, Angela Hakim
Growth in the provision of English medium instruction (EMI) has led to a significant increase in publications on EMI. Several publications claim that EMI is a young field that is still at the level of ‘infancy’ in areas such as language-related student support and teacher education. This raises the question why EMI appears not to draw on research and practices from English for academic purposes (EAP)
-
Exploratory action research: experiences of Nepalese EFL teachers ELT J. (IF 3.1) Pub Date : 2022-09-07 Sagun Shrestha, Suman Laudari, Laxman Gnawali
The number of reports and publications about exploratory action research (EAR) has been increasing in recent years; however, there is still a dearth of studies that examine its effectiveness for improving teaching and learning. This study explores Nepalese EFL teachers’ perceptions of EAR, the ways they explored their classroom issues, and how they acted to improve their classroom practices through
-
Translanguaging options for note-taking in EAP and EMI ELT J. (IF 3.1) Pub Date : 2022-07-04 Joseph Siegel
Taking notes while simultaneously listening to academic content in a second language is a daunting task for many students. While doing so, the note-taker is faced with a number of choices, including when, where, and how to take notes. Choices that students make are related to the overall format and system of notes as well as how to record specific pieces of information. The option of translanguaging
-
From learners to users—errors, innovations, and universals ELT J. (IF 3.1) Pub Date : 2022-06-22 Elina Ranta
This paper looks into the dilemma of what counts as a grammatical ‘learner error’ in ELT on the basis of recent results from English variationist research and English as a lingua franca research. Examples from these studies show that features often perceived as ‘errors’ for EFL speakers also occur in ESL production—where they are called ‘innovations’—and even in English as a native language (ENL) production—where
-
Trust and translanguaging in English-medium instruction ELT J. (IF 3.1) Pub Date : 2022-04-30 Dylan G Williams
Abstract This study investigated students’ perceptions towards translanguaging in their English-medium instruction (EMI) experiences to understand how it affects their access to the subject content. The focus is on EMI at a leading, research-intensive university in South Korea, qualitatively explored using data collected from interviews with ten undergraduate students, and analysed using the principles
-
-
How useful is it to teach affixes in intermediate classes? ELT J. (IF 3.1) Pub Date : 2022-04-28 Penny Ur
Abstract It is assumed by many teachers and materials writers that it is important to teach at all levels the forms and meanings of derivational prefixes and suffixes, as an important aid to learning new words in English. However, corpus evidence suggests that knowledge of the meanings of such components occurring within the most common 5,000 words in English—a rough upper target vocabulary level for
-
From language to function: developing self- and peer-assessment tools ELT J. (IF 3.1) Pub Date : 2022-04-13 Mark deBoer,Dmitri Leontjev,Lee Friederich
Abstract The action-oriented approach (AoA) is a powerful basis to inform teaching, learning, and assessment in the classroom that identifies learners as social agents and focuses on language learning through language use. This paper answers the call for developments that help teachers teach and learners learn in an AoA-informed way. We argue that cognitive discourse functions (CDFs) align with AoA
-
The potential of complaining as reflective practice in mentoring ELT J. (IF 3.1) Pub Date : 2022-04-04 Kristina B Lewis,Santoi Wagner
Abstract While complaining is ubiquitous in everyday interactions, it can seem out of place when a teacher complains within a setting devoted to reflective practice and professional development. In this article, we show examples of a novice teacher’s complaints to her mentor within post-observation meetings, making the case that these complaints raise issues relevant to reflective practice, including
-
Teaching English to Pre-Primary Children: Educating Very Young Children ELT J. (IF 3.1) Pub Date : 2022-03-30 Beatriz Cortina-Pérez
-
Positive Psychology in Second and Foreign Language Education ELT J. (IF 3.1) Pub Date : 2022-03-30 Ali Derakhshan
-
Towards the new construct of academic English in the digital age ELT J. (IF 3.1) Pub Date : 2022-03-28 Nahal Khabbazbashi,Sathena Chan,Tony Clark
Abstract The increasing use of digital educational technologies in higher education (HE) means that the nature of communication may be shifting. Assessments of English for academic purposes (EAP) need to be reconceptualized accordingly to reflect the new and complex ways in which language is used in HE. With a view to inform EAP assessments, our study set out to identify key trends related to academic
-
CEFR and the ELT practitioner: empowerment or enforcement? ELT J. (IF 3.1) Pub Date : 2022-03-24 Kristof Savski
Abstract Over the last two decades, the Common European Framework of Reference for Languages (CEFR) has become ubiquitous in ELT. In this article, I consider how differences in the way in which the framework is being interpreted by different powerful actors, including governments and for-profit organizations, affect its usability for ELT practitioners, a key segment of its intended audience and thus
-
Affinity and the classroom: informal and formal L2 learning ELT J. (IF 3.1) Pub Date : 2022-03-22 Lisbeth M Brevik,Thea Holm
Abstract Connecting informal and formal language teaching and learning has gained prominence as a way to understand language development among teenagers, but questions remain regarding its application in L2 contexts. This study investigates the significance of such connections in two L2 English classes taught by the same teacher, where students were learning English during a technology-based project
-
Screen capture technology in ELT ELT J. (IF 3.1) Pub Date : 2022-03-19 Russell Stannard
Abstract In this series, we explore technology-related themes and topics. The series aims to discuss and demystify what may be new areas for some readers and to consider their relevance for English language teachers.