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 that research findings do not reach teachers in an effective manner, and they need exemplar-based training to understand them. Although research findings may be relevant to their contexts, teachers may still not be able to adapt them because of time constraints and lack of expertise. Therefore, more effort should be taken to disseminate research findings through initiatives such as incorporating them into teacher training programmes and providing examples showing how to apply those findings in practice.
{"title":"Communicating research findings to ELT practitioners in Sri Lanka","authors":"Bimali Indrarathne","doi":"10.1093/elt/ccae045","DOIUrl":"https://doi.org/10.1093/elt/ccae045","url":null,"abstract":"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 that research findings do not reach teachers in an effective manner, and they need exemplar-based training to understand them. Although research findings may be relevant to their contexts, teachers may still not be able to adapt them because of time constraints and lack of expertise. Therefore, more effort should be taken to disseminate research findings through initiatives such as incorporating them into teacher training programmes and providing examples showing how to apply those findings in practice.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"153 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142256272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 structured. With the help of scales underneath each descriptor primary teachers can rate their individual progress and reflect on their didactic strengths and weaknesses. We also discuss some considerations when implementing the framework regarding teacher education and curricular requirements, as well as some limitations.
{"title":"Self-assessment for primary English language teachers in Europe","authors":"Ronald Kemsies, Georg Hellmayr","doi":"10.1093/elt/ccae040","DOIUrl":"https://doi.org/10.1093/elt/ccae040","url":null,"abstract":"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 structured. With the help of scales underneath each descriptor primary teachers can rate their individual progress and reflect on their didactic strengths and weaknesses. We also discuss some considerations when implementing the framework regarding teacher education and curricular requirements, as well as some limitations.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"77 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142200465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 used two data sources (participants’ opinions and their recorded lessons) and four data collection tools (pre-post course interviews, weekly-assigned implementations, their self-reflections on their AI use, and feedback on the course) to evaluate the impact of this course. The data suggest that this AI course for English language instructors likely made a significant difference, enhancing AI integration into teaching. This training could serve as a model for AI-ready instructors, improving their knowledge, skills, and self-efficacy. There are also some data that highlight challenges and limitations, unveiling different aspects of this complex field of study.
{"title":"A professional training to make English language instructors AI-ready","authors":"M Haldun Kaya","doi":"10.1093/elt/ccae041","DOIUrl":"https://doi.org/10.1093/elt/ccae041","url":null,"abstract":"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 used two data sources (participants’ opinions and their recorded lessons) and four data collection tools (pre-post course interviews, weekly-assigned implementations, their self-reflections on their AI use, and feedback on the course) to evaluate the impact of this course. The data suggest that this AI course for English language instructors likely made a significant difference, enhancing AI integration into teaching. This training could serve as a model for AI-ready instructors, improving their knowledge, skills, and self-efficacy. There are also some data that highlight challenges and limitations, unveiling different aspects of this complex field of study.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"26 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142200486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 relied on linguistic strategies to detect AI-generated texts. This paper reports on a qualitative study that investigated whether novice English teachers were able to detect AI-generated writing and which strategies they used to do this. The results show that some novice teachers are quite good at detecting AI-generated texts, while others proved to have more difficulties. The teachers used both linguistic and content-related strategies to detect AI-generated writing. The results point towards the value of including this topic in teaching methodology courses in (initial) teacher training programmes.
{"title":"Can novice teachers detect AI-generated texts in EFL writing?","authors":"Vanessa De Wilde","doi":"10.1093/elt/ccae031","DOIUrl":"https://doi.org/10.1093/elt/ccae031","url":null,"abstract":"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 relied on linguistic strategies to detect AI-generated texts. This paper reports on a qualitative study that investigated whether novice English teachers were able to detect AI-generated writing and which strategies they used to do this. The results show that some novice teachers are quite good at detecting AI-generated texts, while others proved to have more difficulties. The teachers used both linguistic and content-related strategies to detect AI-generated writing. The results point towards the value of including this topic in teaching methodology courses in (initial) teacher training programmes.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"39 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141744755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 as focal participants, the data included in-depth interviews, written reflections, and official documents. Findings showed that the EFL teachers took advantage of materials writing for their professional learning in the areas of policy, theory, and practice. Their engagement with the national curriculum standards, language, and language learning theories, together with local classroom realities in relation to teaching materials, reciprocally interacted with their professional learning. Based on the findings, we recommend that professional development programs include materials writing by localizing the content, clarifying its objectives, teaming teachers with researchers, and creating feedback loops.
{"title":"Materials writing as a vehicle for teacher learning","authors":"Shanshan Yang, Masatoshi Sato, Dingfang Shu, Beilei Wang","doi":"10.1093/elt/ccae021","DOIUrl":"https://doi.org/10.1093/elt/ccae021","url":null,"abstract":"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 as focal participants, the data included in-depth interviews, written reflections, and official documents. Findings showed that the EFL teachers took advantage of materials writing for their professional learning in the areas of policy, theory, and practice. Their engagement with the national curriculum standards, language, and language learning theories, together with local classroom realities in relation to teaching materials, reciprocally interacted with their professional learning. Based on the findings, we recommend that professional development programs include materials writing by localizing the content, clarifying its objectives, teaming teachers with researchers, and creating feedback loops.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"27 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141611365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 has been a glacial process. Aiming at supporting teachers in providing assessment feedback and teaching IC in the classroom, this article introduces worked examples of peer interactions as a feedback and learning resource. Adopting a procedure used in conversation analytic (CA) research, the worked examples are designed to guide learners to notice and understand IC features in context, at a less cognitively demanding pace for processing, and promote learners’ active engagement with the feedback or teaching focus. The article concludes with suggestions for teachers to develop similar resources for their local contexts.
反馈渗透到我们生活的方方面面，它在语言教学和评估中的重要性也得到了广泛认可。然而，尽管纠正反馈和写作反馈一直是许多语言学习研究和课堂实践的重点，但对口语互动技能反馈的关注似乎相对较少。与此同时，将互动能力（IC）的研究成果转化为课堂教学实践的过程也是冰火两重天。为了支持教师在课堂上提供评价反馈和教授互动能力，本文介绍了同伴互动作为反馈和学习资源的实例。采用会话分析（CA）研究中使用的程序，工作范例旨在引导学习者注意并理解语境中的 IC 特征，以较低的认知处理速度，促进学习者积极参与反馈或教学重点。文章最后建议教师根据本地情况开发类似资源。
{"title":"Worked examples for peer interaction: a feedback and learning resource","authors":"Daniel M K Lam","doi":"10.1093/elt/ccae029","DOIUrl":"https://doi.org/10.1093/elt/ccae029","url":null,"abstract":"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 has been a glacial process. Aiming at supporting teachers in providing assessment feedback and teaching IC in the classroom, this article introduces worked examples of peer interactions as a feedback and learning resource. Adopting a procedure used in conversation analytic (CA) research, the worked examples are designed to guide learners to notice and understand IC features in context, at a less cognitively demanding pace for processing, and promote learners’ active engagement with the feedback or teaching focus. The article concludes with suggestions for teachers to develop similar resources for their local contexts.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"6 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141611367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 upon which educators can draw to design their teaching approaches, with the aim of enhancing learner engagement and improving learning outcomes. As an illustrative example of this model’s effectiveness, I hope to demonstrate how, as a class, we used CLARA to inform our approach. This involved identifying climate action as a theme for our classroom, challenging ourselves to find ways in which we could work on this topic, and creating climate action comics as an interesting, challenging, and effective output for learner creativity and engagement.
学习者缺乏兴趣，难以参与课堂活动，这些都会阻碍学习进程。在这篇文章中，我将讨论一个在我的教学环境中被证明有效的框架，它可以在整个课程中促进学习者的初始参与和持续参与。CLARA 模型改编自 Mercer 和 Dörnyei（2020 年），概述了学习者参与的关键原则，教育者可以借鉴这些原则来设计教学方法，从而提高学习者的参与度，改善学习效果。作为该模式有效性的一个示例，我希望展示作为一个班级，我们是如何利用 CLARA 来指导我们的教学方法的。这包括将气候行动确定为我们课堂的一个主题，挑战自我，找到我们可以就这一主题开展工作的方法，以及创作气候行动漫画，作为一种有趣、具有挑战性和有效的产出，促进学习者的创造力和参与度。
{"title":"Exploring learner engagement in an Indian ESP classroom","authors":"V K Karthika","doi":"10.1093/elt/ccae030","DOIUrl":"https://doi.org/10.1093/elt/ccae030","url":null,"abstract":"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 upon which educators can draw to design their teaching approaches, with the aim of enhancing learner engagement and improving learning outcomes. As an illustrative example of this model’s effectiveness, I hope to demonstrate how, as a class, we used CLARA to inform our approach. This involved identifying climate action as a theme for our classroom, challenging ourselves to find ways in which we could work on this topic, and creating climate action comics as an interesting, challenging, and effective output for learner creativity and engagement.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"16 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141574799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 the COVID pandemic had forced us into online learning for two years, and many students were struggling with a whole host of issues affecting their lives and learning. Throughout the 16-week semester, I supplemented the textbook with various activities focusing on mental and physical health that I had come across in my own self-development journey. This article hopes to point to a possible way to weave well-being competencies into the English language curriculum, which practitioners elsewhere may be interested in applying in their own classrooms.
{"title":"Using personal development activities to improve learners’ well-being","authors":"Agnes Orosz","doi":"10.1093/elt/ccae025","DOIUrl":"https://doi.org/10.1093/elt/ccae025","url":null,"abstract":"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 the COVID pandemic had forced us into online learning for two years, and many students were struggling with a whole host of issues affecting their lives and learning. Throughout the 16-week semester, I supplemented the textbook with various activities focusing on mental and physical health that I had come across in my own self-development journey. This article hopes to point to a possible way to weave well-being competencies into the English language curriculum, which practitioners elsewhere may be interested in applying in their own classrooms.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"16 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141506223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 raised awareness among TESOL practitioners, researchers, and educators of their professional identity tensions, which ranged from frustration to isolation. They also shared critical reflections on how they invested in their careers to navigate their professional identity tensions in a male-dominated higher-education environment.
{"title":"Raising awareness among the TESOL community about the professional identity tensions of women EFL teachers in Africa","authors":"Kadidja Koné, Fatoumata Kéita, Binta Koita","doi":"10.1093/elt/ccae008","DOIUrl":"https://doi.org/10.1093/elt/ccae008","url":null,"abstract":"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 raised awareness among TESOL practitioners, researchers, and educators of their professional identity tensions, which ranged from frustration to isolation. They also shared critical reflections on how they invested in their careers to navigate their professional identity tensions in a male-dominated higher-education environment.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"26 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140070973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 a poem in an English and a bilingual version. In the process of co-creation, not only did the students learn new content, but their identities were valued and affirmed. With her strong translanguaging stance, the teacher let go of control and learnt from the students instead. Based on the findings, I provide recommendations and practical suggestions for teachers, teacher educators, and school leaders. I argue that translanguaging shifts play a crucial role in translanguaging pedagogy. However, teachers cannot work alone in their implementation; it requires different stakeholders to work together–juntos to ensure student success.
{"title":"Centring on students’ needs by engaging in translanguaging shifts","authors":"Chiu-Yin Wong","doi":"10.1093/elt/ccae004","DOIUrl":"https://doi.org/10.1093/elt/ccae004","url":null,"abstract":"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 a poem in an English and a bilingual version. In the process of co-creation, not only did the students learn new content, but their identities were valued and affirmed. With her strong translanguaging stance, the teacher let go of control and learnt from the students instead. Based on the findings, I provide recommendations and practical suggestions for teachers, teacher educators, and school leaders. I argue that translanguaging shifts play a crucial role in translanguaging pedagogy. However, teachers cannot work alone in their implementation; it requires different stakeholders to work together–juntos to ensure student success.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"36 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140070969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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