Elt Final

Bridging the Gap
between Research and

Classroom Practice
Edited by
Jessica Mackay
Marilisa Birello
Daniel Xerri
Preface by Zoltán Dörnyei

Published by IATEFL
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Disclaimer
Views expressed in this publication ELT Research
in Action: Bridging the Gap between Research and
Classroom Practice are not necessarily those of the
editors, of the IATEFL Research SIG, of IATEFL, its
staff or trustees.
ISBN 978-1-912588-08-4
Edited by Jessica Mackay, Marilisa Birello

and Daniel Xerri
Cover design and book layout by Leonel Brites
—
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Bridging the Gap
between Research and
Classroom Practice
Edited by
Jessica Mackay
Marilisa Birello
Daniel Xerri
Contents
7 Preface Zoltán Dörnyei
9 Acknowledgements
11 Notes on contributors
15 Introduction Jessica Mackay
Section 1 25 Writing methodological texts: A view from the bridge

Bridging the gap Scott Thornbury
Reflection and debate 33 Developing as an action researcher: Convergence, divergence
on the issues that unite and historicity in the research process
and divide research and Richard J. Sampson
practice in ELT 37 Theory, theories and practice in ELT: ‘Believing and doubting’
Graham Hall
Section 2 43 A space to write in: Process and principles in deriving practice

Research from research
into practice Jill Hadfield
Relating, testing and 51 Teaching pronunciation through tasks: Myth or reality?
applying theories Mayya Levkina
in classroom settings 55 How do teacher questions affect students’ L2 task
performance in EFL classrooms?
Natsuyo Suzuki
61 Cultivating language skills from the inside-out:
A focus on memory
Stephen Scott Brewer
65 Algerian teachers’ and learners’ beliefs about learner autonomy
Ouacila Ait Eljoudi
71 Metaphorical competence in Italian EFL students:
An empirical study
Chiara Astrid Gebbia
77 Facilitating teacher research using IRIS: A digital repository
of Instruments used for Research in Second Languages
Sophie Thompson, Emma Marsden and Luke Plonsky
Section 3 83 Demotivation and dropout: Why do learners ‘give up’ on English?

Practice Matthew Evans
into research 87 The use of cooperative learning in EFL classrooms
Exploring Katia Berbar
practical issues 93 Student self-assessment vs teacher assessment:
and questions The issue of accuracy in EFL classrooms
in the classroom Nawal Kadri
99 An ethnographic study of the linguistic practices
of newly arrived migrant children in a Cypriot primary school
Alexandra Georgiou
105 The facilitative role of reflective approaches to developing
interactional competence in EFL contexts
Seiko Harumi
111 ADAPS: A resource for solving the challenge of locating,
preparing, displaying, and reusing academic reading texts for learners
Ralph L. Rose
117 Exploring how language is used in specialized discourse:
Pedagogical and practical applications in the ESP classroom
Jean Marguerite Jimenez and Ida Ruffolo
123 Further information
E LT R E S E A R C H I N A C T I O N
Preface
Zoltán Dörnyei
research can be understood in several different ways, but at

the most fundamental level it concerns simply trying to find an-
swers to questions. If we take this basic definition, the researcher
versus classroom practitioner divide disappears, because both
groups spend a great deal of their time trying to understand is-
sues and find answers and solutions to questions that are relevant
to their profession. In this sense, the real difference between the
two camps lies primarily in their research approach, that is, in
how they go about obtaining the answers they need. Researchers
often say that they are more systematic in their quest as they ap-
ply procedures that are more likely to produce enduring or gener-
alisable answers; teachers on the other hand often respond that
in contrast to the frequently too abstract and detached research
results, they generate knowledge that is directly relevant to and
applicable in their practice.
If we are honest, neither side’s case is as clear-cut as they would
like to make it out to be. On the one hand, we know all too well that
the validity of the ‘scientific method’ that has dominated empirical
research since the Enlightenment has been challenged ever since
the appearance of qualitative research methodology in the mid-
20th century, and such criticisms have gained further traction re-
cently with the growing popularity of dynamic systems approaches
and with several emerging problems concerning traditional statis-
tical concepts such as significance testing. On the other hand, we
need also to admit that practitioner-led research is not always as
useful and relevant as one would hope for, and there is some truth
7
BRIDGING THE GAP BE T WEEN RESE ARCH AND CL ASSROOM PR ACTICE
in those critical voices which argue that action research can often
cut corners in ways that undermines its inherent values.
All these thoughts, of course, are not new at all, and in trying
to address these matters, teachers and researchers have repeat-
edly arrived at the recognition that one of the most promising
solutions to the teacher–researcher divide may lie in achieving
effective cross-cultural dialogue between the two groups of pro-
fessionals, with the aim of producing hybrid solutions that meet
the needs and standards of both sides. There have been ample ex-
amples in the past evidencing that it is indeed possible to ‘have
the research cake and eat it’, so to speak, but unless we actively
encourage a non-partisan approach in this area, the natural ten-
dency of both camps is to follow their own impetus and try to do
it their own way. It is against this backdrop that the ELT Research
in Action (ELTRIA) conference held in Barcelona in 2017 assumes
special significance, and I applaud the organisers’ determina-
tion to further increase this importance by producing a tangible
outcome of this meeting in the form of an edited volume.
I would recommend everybody to take a closer look at the
content of this valuable volume. What you will hopefully notice
straight away is the care with which the content has been edited
and put together as well as the passion of the contributors to try
and identify areas and approaches where research and teaching
efforts can not only complement each other but can also produce
something unique that neither approach would be able to achieve
on its own. The selection of topics is commendably rich – there is
indeed something here for everybody! – attesting both to the fea-
sibility of bridging the gap between teaching and research and
to the overall creativity that characterises the material in this
book. So, if you want to be inspired and refuelled, why don’t you
take a walk in the fascinating landscape drawn up by the highly
committed team of contributors made up of teachers, research-
ers, teacher-researchers and researcher-teachers, coming from
a wide variety of countries and instructional backgrounds. It is
likely to be an instructive and worthwhile experience!
8
Acknowledgements
this publication would not have been possible without the col-
laboration, support and guidance of the IATEFL Research SIG.
Sarah Mercer and Daniel Xerri, as outgoing ReSIG co-coordina-
tors, were closely involved with this initiative from the outset.
Thank you also to Deborah Bullock for sharing her experienc-
es and providing invaluable advice which helped to launch the
project. We owe great appreciation to Leonel Brites for his pa-
tience, professionalism and expertise in the design and format
of this book.
As ELTRIA conference organisers, Jessica and Marilisa would
like to express their gratitude to colleagues at the Escola d’Idi-
omes Moderns (School of Modern Languages) at the University
of Barcelona, without whom the conference and the resulting
publication would not have been possible. These include the
coordination and management team: Richard Blair, Ciarán
Canning, Jon Gregg, Sara Alarcón, Pilar Fernández, Ester Xofra
and Dr Javier Varea; and the organising committee and volun-
teers who contributed so much to the success of the event: Dr
Phil Banks, Elisabet Bonany, Dr Marta Bosch, Matt Evans, Clara
Machín, Juan de Miquel, Judith Dunan, Sean Hurson, Dawn
McRobbie, Brendan Sheridan, Paula Vives and Iain Young.
We would like to particularly thank the scientific committee,
who gave up their time and contributed their specialist exper-
tise to review the conference abstracts: Dr Maria Adria, Prof Ana
Maria Barcelos, Dr Marta Bosch, Dr Kerry Brennan, Ms Deborah
9
Bullock, Dr Elisabet Comelles, Dr Natalia Fullana, Dr Roger Gi-

labert, Dr Natalia Laso, Dr Mayya Levkina, Prof Sarah Mercer, Dr
Imma Miralpeix, Dr Sean Murphy, Dr Àngels Pinyana, Dr James
Pownall, Dr Joan Tomás Pujolà, Dr Fernanda Ribas, Dr Elisa
Rosado, Dr Raquel Serrano, Dr Elsa Tragant, and Dr Daniel Xerri.
We are greatly indebted to the anonymous reviewers who pro-
vided invaluable feedback on the submissions for this publica-
tion, and by so doing, contributed enormously to the depth and
breadth of the content.
Needless to say, we also wish to thank the ELTRIA presenters,
who travelled from 20 different countries to share their knowl-
edge and experience with us in Barcelona. Finally, the editors
would particularly like to express their gratitude to the contrib-
utors who have worked so hard to translate their presentations
into the chapters in this book. We hope you enjoy the results of
your efforts as much as we have. It has been our pleasure and
privilege to work with you throughout this process.
Jessica Mackay, Marilisa Birello and Daniel Xerri
10
Notes on contributors
Ouacila AIT ELJOUDI Stephen Scott BREWER Barcelona, where he

University of Université of Paris-East now teaches English at
Southampton, UK Créteil, France the School of Modern
o.o.ait-eldjoudi@soton. stephen-scott.brewer@u- Languages. His main
ac.uk pec.fr teaching and research
Ouacila Ait Eljoudi has Born in the US and resi- interests are learner
worked as an EFL teach- dent of France since 1989, motivation, educational
er to children and adults. Stephen Scott Brewer is technology, and teaching
She is currently working Professor in the School pronunciation.
on a PhD at the Univer- of Teacher Education at
sity of Southampton the Université Paris-Est Chiara Astrid GEBBIA
focusing on gender and Créteil and member of Universities of Palermo
education. Her research the LIDIL12 research and Catania, Italy
interests include learner group. His research in- chiaraastrid.gebbia@
and teacher autonomy, terests lie in language unipa.it
anxiety and academic learner and teacher Chiara Astrid Gebbia
skills and gender issues psychology, with a paris a joint PhD student
in pedagogy. ticular focus on self-ef- of Linguistics at the
ficacy beliefs. Universities of Catania
Katia BERBAR (Ragusa) and Palermo in
Tizi Ouzou University, Zoltán DÖRNYEI Sicily, Italy. She is cur-
Algeria University of Nottingham, rently researching the
berkatouche@gmail.com UK use of conceptual met-
Katia Berbar is current- zoltan.dornyei@ aphors in the teaching
ly a PhD student in Lan- nottingham.ac.uk and learning of EFL lexis.
guage Sciences at the Zoltán Dörnyei is Profes- She is also interested in
University of Tizi Ouzou, sor of Psycholinguistics cognitive and neuro-lin-
Algeria. Her research at Nottingham Universi- guistic theories and
interests range from ty. He is internationally their application in sec-
cooperative learning to renowned for his work ond language acquisition.
the psychology of EFL in the psychology of the
learners. language learner. His Alexandra GEORGIOU
extensive list of publi- University College
Marilisa BIRELLO cations includes teacher London – Institute of
Àrea de Formació Com- resource books such as Education, UK
plementària, Universitat The Principled Commu- alexantrageo@gmail.com
de Barcelona, Spain nicative Approach (Hel- Alexandra Georgiou is
mbirello@ub.edu bling, 2015) with Jane a PhD student at Uni-
Marilisa Birello is Head Arnold and Chaz Pugliese, versity College London
of Teacher Training at and Motivating Learning – Institute of Education,
the Escola d’Idiomes (Routledge, 2013) with funded by the Sylvia
Moderns (School of Mod- Jill Hadfield. Ioannou Foundation. Her
ern Languages) at the research interests in-
University of Barcelona Matthew EVANS clude migration ethnog-
and a Lecturer in the Escola d’Idiomes raphy and sociocultural
Faculty of Education Moderns, Universitat de theory of learning. She
Sciences at the Autono- Barcelona, Spain is currently working as
mous University of Bar- mevans@ub.edu a Teaching Assistant at
celona. She has co-au- Matthew Evans gradu- the IoE, facilitating the
thored two series of ated from the Applied seminars for the module
coursebooks for learners Linguistics programme of Language, Literacy and
of Italian. at the University of Communication.
11
n ot e s o n co n t r i b u to r s
Jill HADFIELD include L2 classroom guistics from the Uni-

Unitec, New Zealand discourse, cross-cultural versity of Barcelona. She
jhadfield@unitec.ac.nz communication, L2 spo- is currently an Assistant
Jill Hadfield is a teacher ken interaction and lan- Professor in the Faculty
trainer and materials guage pedagogy. of Philology, University
writer. Her many publi- of Barcelona, Spain. Her
cations include the Com- Jean JIMENEZ research interests lie in
munication Games series University of Calabria, the area of task-based
(Pearson), Classroom Italy language teaching (TBLT)
Dynamics (OUP), Motivat- jean.jimenez@unical.it and second language
ing Learning (Routledge) Jean Jimenez is a Re- acquisition (SLA).
with Zoltán Dörnyei, and searcher in English
Interaction Online (CUP) Language and Linguis- Jessica MACKAY
with Lindsay Clandfield. tics at the University Escola d’Idiomes
She edits the Research of Calabria, Italy, where Moderns, Universitat de
and Resources in Lan- she teaches EAP and ESP. Barcelona, Spain
guage Teaching series Her research interests jmackay@ub.edu
and is currently Associ- include Second Language Jessica Mackay has a
ate Professor at Unitec, Acquisition, Corrective PhD in Applied Linguis-
New Zealand. Feedback in Computer tics from the University
Assisted Language Learn- of Barcelona. She works
Graham HALL ing, and Testing. She has at the UB’s Escola d’Idi-
Northumbria University, recently become interest- omes Moderns (School of
UK ed in the use of Corpus Modern Languages) as an
g.hall@northumbria.ac.uk Linguistics in the second EFL teacher and Head of
Graham Hall is Associ- language classroom. Continuing Professional
ate Professor of Applied Development (CPD).
Linguistics/TESOL at Nawal KADRI
Northumbria University, Tizi Ouzou University, Emma MARSDEN
UK. His book, Exploring Algeria University of York, UK
English Language Teach- nawal.k.09@hotmail.fr emma.marsden@york.
ing: Language in Action Nawal Kadri is a PhD ac.uk
(Routledge, 2nd edition candidate at the Uni- Emma Marsden is the
2017), won the British versity of Tizi Ouzou, founder and co-director
Association of Applied Algeria. She holds an of IRIS, a digital reposi-
Linguistics Book Prize MA in Linguistics and tory of Instruments for
2012, and he edited The Didactics of English. Research into Second
Routledge Handbook of Nawal began her career Language Learning and
ELT (2016). He was the as a high school teach- Teaching (iris-database.
editor of ELT Journal er of English and she org). She is the Director
2013-17. is currently teaching of Research for the Edu-
part-time in the English cation Department at the
Seiko HARUMI department of Bejaia University of York and a
SOAS, University of University, Algeria. Her Senior Lecturer in Lan-
London, UK research interests in- guage Education. She is
sh96@soas.ac.uk clude: academic writing, also the Associate Editor
Seiko Harumi is a Senior learning strategies, of Language Learning.
Lector in Japanese at self-regulation, motiva-
School of Oriental and tion and self-assessment. Luke PLONSKY
African Studies (SOAS), Georgetown University,
University of London. Mayya LEVKINA USA
She holds a PhD (Applied University of Barcelona, lukeplonsky@gmail.com
Linguistics) from the Spain Luke Plonsky is co-di-
Institute of Education, mayya.levkina@ub.edu rector of IRIS, a digital
University of London. Mayya Levkina holds a repository of Instru-
Her research interests doctorate in Applied Lin- ments for Research
12
n ot e s o n co n t r i b u to r s
into Second Language Richard J. SAMPSON Scott THORNBURY
Learning and Teaching Gunma University, Japan The New School, USA
(iris-database.org). He sampson@gunma-u.ac.jp scott.thornbury@gmail.
is also an Associate Richard Sampson (PhD, com
Professor of Applied Griffith University) Scott Thornbury teaches
Linguistics at Northern has been working in on the MA TESOL pro-
Arizona University, As- the Japanese education gram at The New School
sociate Editor of Stud- context for over 15 in New York. His writing
ies in Second Language years. He is currently credits include several
Acquisition, and Manag- a Lecturer in English award-winning books
ing Editor of Foreign Communication at Gun- for teachers on lan-
Language Annals. ma University. He uses guage and methodology.
action research and His most recent book
Ralph L. ROSE complexity thinking to is Scott Thornbury’s
Waseda University, Japan explore classroom lan- 30 Language Teaching
rose@waseda.jp guage learning/teaching Methods. He is Series
Ralph Rose, PhD, works experiences and psy- Editor for the Cambridge
with eight colleagues chology from the per- Handbooks for Language
at Waseda University in spectives of students Teachers.
Tokyo, Japan, managing and teachers.
the English language Daniel XERRI
program for the Faculty Natsuyo SUZUKI University of Malta, Malta
of Science and Engineer- Rikkyo University, Japan daniel.xerri@um.edu.mt
ing. His research inter- natsuyo.suzuki@rikkyo. Daniel Xerri is a Lectur-
ests include the inves- ac.jp er in TESOL at the Uni-
tigation of hesitation Natsuyo Suzuki is cur- versity of Malta, and the
phenomena in speech rently a Lecturer at Rik- Chairperson of the ELT
and writing, as well as kyo University in Tokyo. Council. He is a member
the development of edu- She received a PhD in of TESOL International
cational technology for Education from Wase- Association’s Research
second/foreign language da University after Professional Council. He
education. teaching at a secondary has published widely
school. Her research on ELT-related issues.
Ida RUFFOLO interests stem from His most recent book is
University of Calabria, her work experience in Teacher Involvement in
Italy the Ministry of Educa- High-stakes Language
ida.ruffolo@unical.it tion and focus on TBLT, Testing (Springer).
Ida Ruffolo is a Re- with the aim of develop-
searcher in English ing ELT in Japan.
Language and Linguis-
tics at the University of Sophie THOMPSON
Calabria, Italy, where she University of York, UK
teaches EAP and ESP. She sophie.thompson@york.
holds a PhD in Language ac.uk
Analysis and Interdis- Sophie Thompson is the
ciplinary Studies from IRIS Research Assistant
the University of Cal- and Administrator and a
abria. Her main research PhD candidate in Applied
interests are Corpus Linguistics at the Uni-
Linguistics, Discourse versity of York. She has
Analysis and ESP, with taught English in Spain,
a particular interest in China, and the UK for
the language of tourism. ten years.
13
Introduction
Jessica Mackay
in this introduction, I attempt to summarise the origins and

rationale behind the first ELT Research in Action (ELTRIA) con-
ference held at the EIM, University of Barcelona on April 21-22,
2017, as well as give a brief overview of the chapters included in
this book. I hope I also manage to capture some of the energy and
enthusiasm of the event, which brought together teachers and
researchers (and teacher-researchers!) from over 20 different
countries in five different continents, all united by genuine cu-
riosity and a willingness to ‘bridge the gap’ between these two
communities of practice.
The research-practice divide

The subtitle chosen for the ELTRIA conference has proven to
be apt, if hardly original. A quick internet search for ‘Bridging
the Gap between Research and Classroom Practice in ELT’ re-
veals that this is an issue which has preoccupied researchers
and teachers alike for a number of years. In fact, one of ELTRIA
2017’s plenary speakers, David Block, was already ‘revisiting’
the gap between SLA researchers and language teachers in a
paper published in 2000. Patsy Lightbown and Ron Sheen aired
their differences on the subject in the pages of Applied Linguis-
tics between 2000 and 2002. Far from going away, the debate
regarding how and whether to bridge this gap continues apace,
as seen in the lively exchange between two leading scholars in
the pages of ELT Journal over the course of 2017 (see ch. 3 by
Graham Hall).
15
INTRODUCTION
As these debates will attest, there are a number of justifica-

tions for teachers’ (lack of ) engagement with research, explored
extensively by ELTRIA plenary speaker, Simon Borg (see his blog
for a full list). Teachers have little time to read research and of-
ten find that what they want to read is expensive to access. Fur-
thermore, the ‘gap’ between these two ‘communities of practice’
has long been reinforced by differences in status, knowledge,
and (often impenetrable) discourse (Crookes, 1998). Given the
apparent extent of the division, and the intensity of the debate
it generates, is it possible to reconcile the tension between re-
search and practice in ELT? The task of ‘mediation’ (Cordingley,
2008), i.e., the transformation of knowledge from research into
classroom practice, has often fallen to methodology writers,
who themselves vary considerably in their perceptions of the
relevance and usefulness of research findings for the everyday
working lives of teachers. This is explored in ch. 1 by ELTRIA ple-
nary speaker, Scott Thornbury.
Recently, however, members of both communities seem to
be committed to working together towards ‘bridging the gap’.
Within the academic community, there is increasing acknowl-
edgement of the role of the ‘expert practitioner’ in guiding the
research agenda. At the 2017 European Second Language Associa-
tion (EuroSLA) conference, a team from the University of Reading
introduced their plenary session, ‘Doing Knowledge Exchange
with Practitioners’, as ‘this year’s hot topic’. They quoted ELTRIA
speaker, Rosemary Erlam (2008) in their objective to conduct re-
search that is ‘grassroots-driven rather than top-down’.
Teacher associations have also responded to the growing de-
mand from members for ideas and input which are both evi-
dence-based and relevant to classroom practice. The IATEFL Re-
search SIG has offered numerous opportunities for teachers to
learn about and get involved in classroom-based studies. Among
its many initiatives, ReSIG offers grants to attend seminars and
events with a research focus, runs webinars and regular forum
discussions on open access articles, supports teacher research
16
events around the world, and even organises its own annual con-
ference dedicated to teacher research. The interest in ELT re-
search within the IATEFL community as a whole is reflected in
the choice of plenary speakers at the annual conference, which in
2018 includes Lourdes Ortega, with a talk entitled ‘What is SLA re-
search good for, anyway?’.
At grassroots level, a proliferation of blogs and podcasts has
emerged in the last few years which aim to ‘present interesting
and relevant language and education research in an easily di-
gestible format’ (ELT Research Bites). As well as the aforemen-
tioned ‘ELT Research Bites’, these include, to name but a few,
Scott Thornbury’s ‘An A-Z of ELT’, Geoff Jordan’s ‘CriticELT’,
Shona Whyte’s ‘On Teaching Languages with Technology’, and
the TEFLology Podcast. These initiatives allow teachers who
have struggled to access research findings to benefit from sum-
maries and discussions. It appears that practitioners are ‘bridg-
ing the gap’ and engaging with research on their own terms.
Introducing ELTRIA
The idea for the ELTRIA conference emerged from staffroom
discussions between myself and my colleague Marilisa Birel-
lo. As teachers who actively participate in research, we were
becoming increasingly aware of the groundswell of interest
in ‘bridging the gap’ between these two sides of our profes-
sional identity. Faced with the challenge of developing a pro-
gramme of Continuing Professional Development for the
well-qualified and experienced staff at our school, we saw the
potential for a conference that catered for teachers wishing
to be better informed by up-to-date classroom research. In
short, we perceived a need for a conference that we would like
to attend: an opportunity for communication (and perhaps
even collaboration!) between researchers and practitioners
in a shared context, with shared interests, and a shared goal:
helping learners become more efficient and proficient users
of the target language.
17
The first ELTRIA conference was an opportunity to bring to-

gether different members of the ELT community to share knowl-
edge and experiences about the teaching and learning of English
in everyday classroom practice. As conference organisers, Mari-
lisa and I were delighted that the following leading experts in
ELT and SLA agreed to share their considerable insights with us
as plenary speakers: David Block, Simon Borg, Carmen Muñoz
and Scott Thornbury. The variety of sessions and workshops
was equally impressive, and we were particularly pleased that
presenters represented many different contexts, ranging from
early-career researchers to renowned names in the field, many
of whom are included in this publication.
Organisation of the book

In the process of planning and holding the ELTRIA conference, it
emerged that there were three main organising principles that
motivated our speakers to present: the desire to spark (or contin-
ue) debate and encourage new ways of thinking about a topic; the
discussion of the relevance of theory when translated into ELT
practice; and the presentation of research which has emerged
from practical issues or dilemmas in the classroom. Accordingly,
the book has been organised into three sections.
Bridging the gap: Reflection and debate on the issues that unite and
divide research and practice in ELT
This section starts with a summary of Scott Thornbury’s ELTRIA
plenary, an analysis of his research into the important role of
methodology writers as ‘mediators’ between the research and
practice communities. The second chapter presents Richard
Sampson’s personal action research journey, with rich insights
into the benefits of AR for all interested parties. Finally, in the
concluding chapter Graham Hall discusses the research-prac-
tice divide, and the need for principled engagement with ELT re-
search findings, the very motivation behind ELTRIA, leading us
neatly into the next section.
18
Research into practice: Relating, testing and applying theories in

classroom settings
This section presents the potential for and findings from
classroom research based on theoretical principles. Chapter
4 describes the process of adapting theory to practice, as the
well-known materials writer, Jill Hadfield, presents her own
experiences of writing a teacher’s resource book based on mo-
tivation theory. The two following chapters will be of particular
interest to teachers intrigued by the use of task-based method-
ology. In chapter 5, Mayya Levkina examines whether it is possi-
ble to teach pronunciation through tasks while the influence of
teacher questions on task performance is the focus of chapter 6
by Natsuyo Suzuki.
In chapter 7, Stephen Scott Brewer discusses the possibility of
translating the construct of ‘enaction’ into classroom practice,
with a focus on memory techniques. Ouacila Ait Eljoudi explores
Algerian EFL learners’ and teachers’ beliefs about learner au-
tonomy in chapter 8. In chapter 9, Chiara Astrid Gebbia shares
findings from her ongoing research, in which she examines
the importance of metaphorical competence as an indicator of
proficiency among Italian EFL learners. This section concludes
with chapter 10, in which Sophie Thompson, Luke Plonsky and
Emma Marsden present the IRIS digital repository of research
instruments. This is essential reading for teachers interested
in using validated and reliable means of collecting data in their
own classroom research.
Practice into research: Exploring practical issues and questions in

the classroom
The final section identifies some of the practical problems that
we encounter as practitioners and how research can help us to
explore these issues from an insider perspective. In chapter 11,
Matthew Evans analyses a key issue, learner demotivation, as he
highlights some potential causes of dropout in a large language
school in Spain. The following two chapters both explore inno-
19
INTRODUCTION
vations in an Algerian EFL context: Katia Berbar discusses how

to implement cooperative learning in chapter 12, while chapter
13 present insights from Nawal Kadri’s experience of learner
self-assessment and how it compares with teacher evaluation.
The following chapter (14) may not adhere strictly to the ELT
theme of the conference, but Alexandra Georgiou’s exploration
of the linguistic practices of newly arrived immigrant children
in Cyprus has clear and increasingly important implications for
ESL and general primary and secondary teachers all over Europe.
In chapter 15, Seiko Harumi reports on an action research pro-
ject that focussed on raising Japanese EFL learners’ awareness
of interactional features in their classroom talk. The last two
chapters in this section both focus on introducing learners to
aspects of specialised discourse. In chapter 16, Ralph Rose pre-
sents ADAPS, a tool that addresses the teacher’s need to find and
present specific academic texts for their learners. To conclude,
in chapter 17, Jean Jimenez and Ida Ruffolo discuss ways of
drawing learners’ attention to the language used in the tourism
industry in ESP classes in Italy.
Conclusion
Together with my colleagues on the ELTRIA organising commit-
tee and my fellow editors, Marilisa Birello and Daniel Xerri, we
hope that the following chapters can provide readers with just a
taste of the breadth and diversity of topics that were presented at
ELTRIA and manage to transmit the sense of optimism about a
new era of teacher research and collaboration. We are all looking
forward to sharing this experience with you at ELTRIA 2019.
References
Block, D. (2000). Revisiting the gap between SLA researchers and
language teachers. Links & Letters, 7, 129-143.
Cordingley, P. (2008). Research and evidence informed practice:
Focusing on practice and practitioners. Cambridge Journal
of Education, 38(1), 37-52.
20
Crookes, G. (1998). On the relationship between second and for-

eign language teachers and research. TESOL Journal, 7(3), 6-11.
Erlam, R. M. (2008). What do you researchers know about lan-
guage teaching? Bridging the gap between SLA research
and language pedagogy. Innovation in Language Learning
and Teaching, 2(3), 253-267.
Lightbown, P. M. (2002). The role of SLA research in L2 teaching:
Reply to Sheen. Applied Linguistics, 23(4), 529-535.
21
Section 1
Bridging the gap
Reflection and debate on the issues that

unite and divide research and practice
in ELT
Writing methodological texts: A view

from the bridge
Scott Thornbury
Harwood (2014) comments that ‘very little research has been

done on ELT teachers’ guides’ (p. 9). While he is referring to
those that complement specific coursebooks, the same might
be said of methodology texts in general, i.e. those free-standing
monographs on methodology that often constitute a core text
on pre- or in-service training courses. The dearth of research is
perhaps surprising, given the key role that these texts often play,
not only in terms of enshrining and perpetuating existing class-
room practices, but in the construction of teachers’ knowledge.
Indeed, given many teachers’ well attested reluctance to engage
with ‘research-based discourse’, either by conducting research
themselves or by reading the findings of other researchers (see,
for example, Borg, 2009), methodology texts may constitute one
of their few sources of information as to how language teaching
is conceptualized and practised. Hence, as Stern (1983) notes,
they ‘form a valuable link between the “theoretic”…and the
“practical”’ (p. 478). Indeed they may go some way towards bridg-
ing the ‘dysfunctional’ discourse between researchers and prac-
titioners (Clarke, 1994).
How effectively, then, do teachers’ guides perform this bridg-
ing function? And, given their potential to shape teachers’ peda-
gogical knowledge, how trustworthy are they? Do the writers of
methodology texts represent and interpret the research-based
discourse accurately and faithfully? Or do they cherry-pick the
research findings, or otherwise simplify, or even distort them, in
25
SECTION 1 BRIDGING THE GAP
order to promote their own particular agendas – which, in the

case of methodology writers, may often be a specific method?
In order to address this issue, four leading writers of such
texts were interviewed (by e-mail). They were Penny Ur (hence-
forth PU), author of (among many titles) A Course in Language
Teaching (2012); H. Douglas Brown (henceforth HDB), author
of (most recently) Principles of Language Learning and Teaching
(2014); Jeremy Harmer ( JH), author of many titles, including The
Practice of English Language Teaching (2015); and Jim Scrivener
( JS), author of (among others) Learning Teaching (2011). While no
accurate figures are available (and are probably jealously guard-
ed by their publishers), a straw-poll of teacher trainers in a vari-
ety of contexts suggests that, between them, these four writers
command a substantial share of the global market for methodol-
ogy texts for use on ELT teacher training courses, both pre-ser-
vice and in-service.
The questions that they were invited to address were the
following:
1. How did you get into writing methodology texts?

2. How important is it, do you think, to link research and class-
room practice?
3. How have you kept/do you keep abreast of new developments
in research, e.g. SLA, corpus linguistics, neurobiology, etc.?
4. Given that most research is somewhat inconclusive, how do
you select from – and prioritize – the research findings that in-
form your texts?
5. Do you feel you have an ‘agenda’, i.e. a bias towards a particular
theoretical (or a-theoretical) position? If so, do you think this
matters?
6. Does it concern you that you might be ‘dumbing down’ or oth-
erwise misrepresenting research findings? How do you guard
against this?
7. To what do you attribute your success? (Don’t be modest!)
26
In describing how they became writers of methodology texts,

all four referenced their prior involvement in teacher education
which had helped them articulate their own ‘personal theories’ of
teaching and, at the same time, led them to identify a need in the
market for practically-oriented texts written in accessible lan-
guage. As JS recalls: ‘I thought there was a real space in the market
for a book that focussed on the hows a teacher needed when doing
a short intensive practical course like CTEFLA (CELTA).’
On the question as to the importance of making connections
between research and classroom practice, opinions varied, and,
indeed, tended to reflect a range of positions along a cline from
‘very important’ to ‘not important at all’. For example, on the
one hand:
Teachers need to ground their teaching in research-based

findings and assumptions. And, more importantly, teach-
ers themselves should not shrink from engaging in their
own classroom-based “action research.” It’s an all-impor-
tant interaction. (HDB)
And, on the other:
I’ve never found much formal “research” very helpful to my

own classroom work. I am not “anti-research” but I do car-
ry a suspicion of many statistical studies in teaching. ( JS)
Rather than relying on research, therefore, JS maintains that ‘I

learn more about my own teaching by watching and thinking
about my own teaching. Other people’s discoveries rarely feel
applicable to me (being uniquely me), my context (being uniquely
it) and my students (being uniquely them).’ He regrets that many
practising teachers ‘are rather in awe of supposed “experts” and
quite wary of trusting their own experience and expertise,’ and
his ‘mission’ is ‘to encourage teachers to trust their own experi-
ence more and find hard-edged ways to learn from it.’
27
In response to the question as to how these writers keep

abreast of new developments in the field, there was again a diver-
sity of opinion, reflecting the range of academic versus non-ac-
ademic contexts in which they operate. Representing the more
academic axis, HDB keeps up-to-date ‘by teaching university
courses myself and disciplining myself to set aside reading time.
Purposeful reading of summaries of research in edited “state of
the art” volumes helps to acquire information in subfields that
are of interest but not in my central focus.’ PU admits to the im-
possibility of keeping abreast of all current development in the
field and that, despite reading as much as possible, she is sure
she is missing some ‘key publications’. However, she claims that
‘on the other hand things that are really important get cited by
those I am reading, so sooner or later I think I get most of the
major stuff. But certainly not all.’
Asked about their criteria for selecting from the research ev-
idence, HDB again positions himself within an academic and re-
search-based discourse community, while also indicating a strong
pedagogical orientation, effectively bridging the two discourses:
‘The selection of findings to inform my writing is based on degrees
of (1) validity through triangulation of findings, (2) relevance of
findings to pedagogy, and (3) practicality of those findings for class-
room teachers.’ Similarly, PU looks for research that is ‘well-de-
signed and carefully executed, with convincing evidence and
logical conclusions,’ and that, moreover, is not ‘trivial’ nor easily
generalizable in terms of its practical applications. JH invokes a
‘sense of plausibility’: ‘I go for what seems plausible to me. But I
have to be careful (and suspicious) of my own unreliable instinct.’
And he adds, ‘There IS an element of fashion in this too, of course.
Readers of a general methodology book need to know what is most
“current” as well as what has been.’ Predictably, perhaps, JS takes
a more experiential, even intuitive, stance: ‘Mainly, I think I write
what I do and what I see other teachers doing. Informed ideas that
may or may not work for others. These need to fit in with my own
internal schema for how I think people learn, study, behave etc.’
28
On the question of ‘having an agenda’, only JS expresses an

allegiance to a specific theory of learning – what he describes
as a ‘“muscular hard-edged humanism” based on honest, un-
compromising feedback cycles’, and influenced by the work
of Carl Rogers in particular. The others are more circum-
spect, and aim for balance: ‘Everyone has biases, but I try to
be as fair-minded as possible in weighing relevant alternatives’
(HDB); ‘I really try hard in my own writing to be as objective as
possible’ (PU); ‘In my case I write “general” methodology and
I see it as my duty to try and present a balanced picture of what
is going on – showing where alternative views of what is going
on can be relevant’ ( JH).
Asked whether they were concerned about ‘dumbing down’
or misrepresenting research findings, opinions differed. JH and
HDB resist simplification and overgeneralization: ‘I worry about
dumbing down all the time’ ( JH); ‘I do not think we should “dumb-
down” such findings, and I try to avoid it’ (HDB). On the other
hand, JS and PU are more sanguine, and PU is refreshingly candid:
I think there is a valid place for practical manuals for teach-

ing that do not encumber the reader with all the background
understanding the author has acquired. ( JS)
No, I don’t think this worries me. Research which is very

complicated and difficult I can’t understand anyway, so
I’m not about to dumb it down because I’m too dumb my-
self to deal with it in the first place… Abridging, paraphras-
ing and simplifying are valid mediating strategies which
enable a lot more people to get access to the findings; but
this does not mean over-simplifying or diluting the essen-
tial facts and conclusions. (PU)
Finally, when asked to what they attribute their success, one

theme recurred – their capacity to address practising teachers
in language that is both accessible and personally engaging – i.e.
29
that they have a distinctive ‘voice’. For example: ‘I avoid lan-

guage that’s pedantic and academically stuffy. I talk to my read-
ers as I would in a classroom setting or sitting down with them in
conversation’ (HDB).
In one of the few comparative surveys of teachers’ guides,
Stern (1983) found that they ‘frequently fail to make a clear dis-
tinction between firmly tested knowledge, research evidence,
widely held opinion, personal views of the writer, and hypothe-
ses or speculations to be tested’ (p. 478). The same charge could
be levelled at the current batch of writers.
However, given the popularity of these guides, it is tempting to
suppose that the reluctance of at least some of them to feature SLA
research prominently may not in fact be a problem – that the guides
fulfil an important function irrespective of their apparent lack of
scientific rigour. This raises the vexed question as to how essential
‘firmly tested knowledge’ and ‘research evidence’ is for the purpos-
es for which these guides are written, i.e. pre- or in-service teacher
education. Some scholars, e.g. Freeman (1989), might argue that
they are not:
Although applied linguistics, research in second language

acquisition, and methodology all contribute to the knowl-
edge on which language teaching is based, they are not,
and must not be confused with, language teaching itself.
They are, in fact, ancillary to it, and thus they should not
be the primary subject matter of language teacher educa-
tion. (p. 29)
However, as Freeman (1996) also argues, ‘it may be that the

role of teacher education lies less in influencing teachers’ behav-
iour than enabling them to rename their experience, thus recast-
ing their conceptions and reconstructing their classroom prac-
tice’ (p. 238) (emphasis added). Teachers’ guides might provide
the material means by which this renaming process is facilitat-
ed: simply the act of putting into writing what teachers might
30
otherwise talk about amongst themselves could serve to mediate

the transition from ‘other-regulation’ to ‘self-regulation’.
But they will only realise this mediating function if they are
able to ‘mesh’ with the teacher’s developing experience-based
knowledge structures. Ideally, the writers of such texts, then,
should themselves be experienced teachers whose writing is
transparent and whose advice is plausible, but who also have a
sense of how to leverage the inexpert teacher into the target dis-
course community – not necessarily by simply re-packaging the
findings of SLA research and applied linguistics, but by inviting
the teacher to map those findings on to their own experience,
and, by ‘renaming’ them, gain ownership of them.
References
Borg, S. (2009). English language teachers’ conceptions of re-
search. Applied Linguistics, 30(3), 358-388.
Clarke, M. A. (1994). The dysfunctions of the theory/practice dis-
course. TESOL Quarterly, 28(1), 9-26.
Freeman, D. (1989). Teacher training, development and decision
making: A model of teaching and related strategies for lan-
guage teacher education. TESOL Quarterly 23(1), 27-45.
Freeman D. (1996). Renaming experience/reconstructing prac-
tice: Developing new understandings of teaching. In D.
Freeman & J. C. Richards (Eds.), Teacher learning in lan-
guage teaching (pp. 221-241). Cambridge: Cambridge Uni-
versity Press.
Harwood, N. (2014). Content, consumption, and production:
Three levels of textbook research. In N. Harwood (Ed.),
English language textbooks: Content, consumption, produc-
tion (pp. 1-41). Basingstoke: Palgrave Macmillan.
Stern, H. H. (1983). Fundamental concepts of language teaching.
Oxford: Oxford University Press.
31
Developing as an action researcher:

Convergence, divergence and historicity
in the research process
Richard J. Sampson
One of my first experiences with English language teaching was

at a Japanese elementary school. I team-taught with a Japanese
teacher of English to children ranging from six to twelve years old.
Although it was a small school, it had been designated as a model
for English classes. As such, we regularly conducted something
known as ‘lesson study’. What would happen is this: On set days,
other teachers at the school would observe our teaching, taking
notes on our team-teaching, interactions with learners, as well as
the children’s communication. Students also wrote comments in
Japanese at the end of the lesson. Directly afterwards, we met with
the observer teachers. We would then go over the learner reflec-
tions and teacher observations. We would discuss what was work-
ing, and what could be improved, such as ways of increasing op-
portunities for students to actively communicate with each other.
A number of years later, I began working in a very different
educational context, at a university north of Tokyo. Teaching
undergraduate students majoring in English for international
communication, I became curious as to the interrelationships
between their past and present learning experiences, their
evolving identities, and their motivation to develop as English
users. However, examining the literature at the time, I uncov-
ered a large body of research that utilised surveys. From my
perspective, it did little to promote student and teacher voice
about situated perceptions of classroom language learning.
Moreover, recalling my experiences with lesson study at the
33
elementary school, this kind of research seemed to ‘take’ from

learners without ‘giving’ anything directly back.
Searching for a more ecological (and, I consider, ethical) ap-
proach to exploring the classroom, I came across action research.
Action research sees practitioners working together with learn-
ers to explore challenges and deepen understandings of their
local contexts of learning. Action researchers utilise a series of
cycles for the dual purposes of improving knowing and practice.
The typical process moves through planning (identifying an is-
sue for investigation), action (deliberate intervention aimed at
fostering deeper understanding of the issue), observation (col-
lecting data about the action), and reflection (reflecting on, de-
scribing and evaluating the action and its meaning for under-
standing the issue) (Kemmis & McTaggart, 1992). I instantly felt a
connection to this method due to my previous experiences with
lesson study. However, it must be noted that one fundamental
difference is that action research makes use of systematic analy-
sis of collected data (Burns, 2010), rather than the more informal
measures in lesson study.
Over the years, I have gained increasingly more complex un-
derstandings of the learners in my classrooms and myself as a
teacher through action research projects. I recognize, though,
that my conceptualisation of action research differs slightly from
the standard model in a number of ways. First, action research
often does not form a linear trajectory of cycles. In attempting
to gain insights to a particular issue, the research can branch out
into various spirals of action. Heron’s (1996) definition of con-
vergence and divergence in cyclical research is of use here. Con-
vergence involves moving to a ‘particular focus over a few cycles,
taking it deeper, restructuring it in the light of the previous ap-
plication phases in order to learn more about it’ (Heron, 1996, p.
93). Conversely, a researcher ‘can diverge over different parts or
subwholes of the topic’ (Heron, 1996, p. 60). In this case, reflec-
tion on a previous cycle of the action research might suggest two
or more alternative paths of intervention.
34
I have found that my research frequently involves both con-

vergence and divergence. To give a concrete example: A project
on which I have recently been working is exploring the social-
ly adapted nature of classroom language learning motivation.
The research is being conducted with Japanese undergraduate
STEM-major (Science, Technology, Engineering and Mathemat-
ics) learners in compulsory EFL classes. I first gathered predic-
tions from my students and information from companies about
future English use. There was a large gap: Students envisaged
using English for sightseeing abroad, communicating in every-
day life, friendship, hobbies and pastimes; companies noted
connections with overseas industry and practical, occupation-
al English use by employees. I wanted to respect my students’
ideas, yet also encourage them to think more about the mean-
ing of their English studies connected to their STEM major. The
research diverged into two parallel spirals at this point as I de-
veloped change-action – intervention above and beyond usual
practice to further my/students’ understandings. On the one
hand, I introduced conversation cards with topics for short, pair
conversations every lesson to encourage a sharing of students’
interests. On the other hand, in a concurrent spiral I designed
activities for students to describe, share, and critically appraise
absorbed messages about English, listen to actual English needs
of future employers, and watch a short near-peer role-model
video of a STEM graduate student discussing his use of English
(Sampson, 2017). Due to the divergence, the change-action shone
light on the socially adapted nature of language learning motiva-
tion from different angles.
A related insight has been the need for iteration in analysis
and a historical approach to considering outcomes. Radford’s
(2007) arguments sum up my own recognition of the necessity to
look back at the research as a whole after its completion:
Practitioner researchers need to be analysts and critical

interpreters of practice in a way that helps them to under-
35
stand and explain what is happening, but the approach is

more likely to be historical, exploratory, interactive and
reflectively analytical rather than directly interventionist
or controlling. (p. 276)
Action researchers introduce change-action based on under-

standings of data at particular points in time, as in the examples
described above when I noticed a gap between students’ and em-
ployers’ ideas of English use. This intervention alters the trajecto-
ries of the research. However, there may be a multitude of factors
besides the introduced change-action through which outcomes
emerged. As the researcher’s understandings evolve over the
course of a study, these factors may also become more apparent.
Moreover, with converging and diverging spirals of action, there
are likely insights that can be gained by drawing together differ-
ent threads of the action research after the completion of data
collection. In adaptation of the regular conventions for presenta-
tion of research findings, it is therefore important that action re-
searchers be encouraged to take a narrative approach: They must
detail their reasoning for decisions during the research, as well
as making explicit the ways in which revised analysis promoted
deeper understandings of the issue under investigation.
References
Burns, A. (2010). Doing action research in English language teach-
ing. New York: Routledge.
Heron, J. (1996). Cooperative inquiry: Research into the human
condition. London: Sage.
Kemmis, S., & McTaggart, R. (1992). The action research planner
(3rd ed.). Geelong, Victoria: Deakin University Press.
Radford, M. (2007). Action research and the challenge of com-
plexity. Cambridge Journal of Education, 37(2), 263-278.
Sampson, R. J. (2017). Openness to messages about English as a
foreign language: Working with learners to uncover pur-
pose to study. Language Teaching Research, online first, 1-17.
36
Theory, theories and practice in ELT:

‘Believing and doubting’
Graham Hall
Debates and concerns surrounding the relationship between

theory, research and practice – and theorists, researchers and
teachers – in ELT are long-standing. Medgyes (2017), for exam-
ple, argues that research often has little to offer teachers and that
‘researchers need teachers more than teachers need researchers’.
Others point to the ways that the differences in status accorded
to theorists/researchers and teachers results in inequalities of
power, control and influence within the profession. Meanwhile,
to ask teachers to engage with theory and research findings, it is
argued, is unreasonable – teachers quite simply do not have the
time, energy, or access to theory and research, and are not paid
to read and reflect upon it.
And yet, as Paran (2017) suggests, theory and research find-
ings may offer teachers deeper ways of understanding teaching,
learning and their own classrooms, compared to ‘just’ their own
intuitions and experience. Furthermore, as ‘principled eclecti-
cism’ or even ‘postmethod pedagogy’ increasingly takes hold in
ELT, teachers are required to become local ‘experts’ who teach
in a context-sensitive and location-specific manner. Although
this breaks the superiority of theorists, methodologists and re-
searchers over teachers (noted above), it also requires teachers
to develop their own understandings of what they do in the class-
room and why; what works, what does not, and why; and what
possibilities and alternatives to their current practices are avail-
able and appropriate in their particular context. And engaging
37
with theory, theories (as we shall see below, the plural is impor-
tant!) and research offers teachers one possible way of approach-
ing these questions.
However, a key difficulty when engaging with the academ-
ic and methodological literature around ELT is that the ideas,
theories and research findings we encounter often seem to con-
tradict each other. For example, the recent re-evaluation of L1
use in the classroom runs counter to the previous long-term
promotion of ‘English-only’ teaching in ELT; there is a lack of
consensus as to the extent to which grammar should be taught
explicitly in the classroom, and how this should take place; and
the nature and role of practice, for example through drilling
and controlled practice activities, remains disputed. Research,
it seems, does not necessarily provide answers for teachers; in-
stead, it often raises further questions and dilemmas for us to
reflect on! How, therefore, might theory, theories and research
be conceptualised in order that we can make sense of them in
ways which help us understand and develop our own teaching?
A key consideration is that, while language teaching of course
needs in some way to work with rather than against what research
has uncovered about the ways in which second languages are
learned, theories of L2 learning are not the same as theories of L2
teaching – thus while research might hint at universal methodo-
logical principles, it often says little about specific classroom pro-
cedures. Consequently, and as many researchers have noted, our
expectation of what research can tell us about teaching should be
reasonably modest.
Beyond this, however, how might we deal with theories that
seem to be contradictory? For example, how might we reconcile
research findings which draw on cognitive approaches to lan-
guage learning with those which draw on sociocultural theory and
see learning as a social process? Or how might we deal with the
fact that some researchers argue that the key to language learning
is comprehensible input, while others focus on output, and still
more focus on interaction?
38
At the heart of this issue lies the fact that, while researchers
generally commit to one particular theoretical perspective and
locate their research within that particular framework, teachers
face a very different set of challenges, and thus should ‘remain
sceptical, still play safe and not commit themselves one way or
the other, and to do what works’ (Sharwood Smith, 2008, p. 189).
Beyond this, however, when trying to make sense of apparent-
ly contradictory theoretical approaches we might, according to
Schumann (1983) regard theories of second language learning as
if they are ‘art’, rather than ‘science’. From this perspective, con-
tradictory ideas can coexist
as two different paintings of the language learning ex-

perience – as reality symbolized in two different ways.
Viewers [i.e. teachers] can choose between the two on an
aesthetic basis, favouring the picture they find to be true
to their experience. Neither position is correct, they are
simply alternative representations of reality. (Schumann,
1983, pp. 55-56)
The danger, of course, is that teachers could just pick and choose
what they know or ‘like’ in a somewhat unprincipled way, re-
inforcing entrenched views and practices and not reflecting on
other possibilities for their teaching. Yet this might be avoided
by, in Elbow’s (2008) terms ‘playing both the believing and doubt-
ing game’ as we consider the implications of theory/theories and
research in light of our own experiences and classroom reali-
ties. ‘Doubting’ involves the disciplined practice of trying to be
as sceptical and analytical as possible when we encounter theo-
ries and new ideas, in order to discover hidden contradictions or
weaknesses in them, particularly in relation to our own context,
and especially in the case of perspectives that initially seem true
or attractive (Elbow, 2008). ‘Believing’, meanwhile, involves the
disciplined practice of trying to scrutinize and test unfashion-
able ideas for hidden virtues, in order that we might build upon
39
them in our teaching (Elbow, 2008). In addition to helping us

develop our professional practices in appropriate ways, ‘doubt-
ing’ what is attractive or popular, and scrutinizing then, if ap-
propriate, welcoming what is unfashionable, also helps us avoid
jumping on the methodological ‘bandwagons’ which are often
ascribed to ELT.
Theory, theories and research offer English language teach-
ers an array of insights into the dilemmas we face in the class-
room, but arguably also raise more questions than they answer.
Engaging with research in a principled way offers us opportuni-
ties to understand what happens in our classroom more clear-
ly, and offers us potential alternatives to our current practices.
The challenge for theorists and researchers, teacher trainers
and educators, and ELT managers, administrators and institu-
tions, is how to enable teachers to navigate the links between
theory, theories and practice in ways which are supportive, mo-
tivating and sustainable in their daily working lives.
References
Elbow, P. (2008). The believing game: Methodological believ-
ing. In Selected works of Peter Elbow. Retrieved from http://
works.bepress.com/peter_elbow/20
Medgyes, P. (2017). ELF is interesting for researchers but not im-
portant for teachers and learners. ELT Journal Debate, 51st
Annual International IATEFL Conference and Exhibition,
April 4-7, 2017, Glasgow, UK.
Paran, A. (2017). Only connect: Teachers and researchers in dia-
logue. ELT Journal, 71(4), 499-508.
Schumann, J. (1983). Art and science in SLA research. Language
Learning, 33(5), 49-75.
Sharwood Smith, M. (2008). Plenary: You can take a horse to wa-
ter but you can’t make it drink. In B. Beaven (Ed.), IATEFL
2007: Aberdeen conference selections (pp. 187-193). Canter-
bury: IATEFL.
40
Section 2
Research
into practice
Relating, testing and applying theories

in classroom settings
A space to write in: Process and

principles in deriving practice from
research
Jill Hadfield
Introduction
This chapter focuses on the process of translating research
into classroom practice in order to design the structure of a
resource book for teachers: Motivating Learning (Hadfield &
Dörnyei, 2013). It does this by analysing a reflective log detail-
ing the writing process.
The research
The book is based on Dörnyei’s L2 Motivational Self System (2005,
2009), an interpretation of motivation to learn a foreign/second
language which has three ‘pillars’:
• Ideal L2 Self – if the person we would like to become

speaks an L2, this motivates us to reduce the discrepancy
between our actual and ideal selves.
• Ought-to L2 Self – the attributes that one believes one
ought to possess, which may bear little resemblance to the
person’s own wishes.
• L2 Learning Experience – the experience of being en-
gaged in the learning process.
Most prominence in the theory was given to the construction of a

vision of the Ideal L2 Self where six ‘steps’ are outlined:
43
SEC TION 2 RE SE ARCH INTO PR ACTICE
• Creating the vision: forming a self-image of the Ideal

L2 self.
• Enhancing the vision: making the vision elaborate and
vivid.
• Substantiating the vision: ensuring the vision is realis-
tic and achievable.
• Operationalising the vision: developing a route map to
achieving the vision.
• Keeping the vision alive: keeping sight of the original
vision.
• Counterbalancing the vision: considering the conse-
quences of not achieving the goal.
The practice
Background: Analysing the reflective log
As part of the requirement for a PhD thesis, I kept a reflective
diary while writing Motivating Learning, documenting the con-
cerns uppermost in my mind at different periods. I grouped
these preoccupations into three areas: 1) those to do with princi-
ples and beliefs I brought with me to the writing process, e.g. the
need to appeal to a range of different learning styles; 2) those to
do with deliberate procedures or constraints I set up to facilitate
writing, e.g. the use of checklists; and 3) those less deliberate and
conscious processes which emerged during the actual writing.
These broad themes were then broken down into smaller catego-
ries. This chapter focuses on the process of structuring the book
and the principles of book design that emerged.
The design process

This involved the sketching of six different versions of a struc-
ture plan in diagrammatic form before the final version was ar-
rived at, accompanied by a kind of internal dialogue described
as an ‘alternation of diagrammatic thinking and linear thinking’,
which I call a diagrammalogue. From the reflective log:
44
It seems this notion of dialogue is crucial. The hidden dialogue be-

hind every book:
1. Dialogue with Yourself: motivation, influence of feelings,

resistance/inertia, procrastination, etc.
2. Dialogue with the Task – demands of the task: will it make
a book – is it feasible? What will it look like?
3. Dialogue with the Imagined Reader – the teacher: how use-
ful/appealing/viable will it be?
4. Dialogue with Research: conditions research needs to sub-
mit to, in order to become translated into workable practice.
Conditions practice needs to submit to, to remain validated
by research.
5. Dialogue with Creativity: finding a space to write in.
The metaphors used to describe this process are all connected

to the theme of a journey – by no means a straightforward one
– which suggest there may be parts of the process which lead no-
where (blind alleys, impasses): a promising idea may be pursued
for some time before it is discarded as unworkable. Other met-
aphors suggest that there is a ‘correct’ route but for some rea-
son the designer has ‘strayed’, or been sidetracked. Finally, the
process is ‘circuitous’: an idea that has been discarded may be
returned to and given a new angle.
Stages in the process: Uncovering principles

The journey from Structure 1 to Structure 6 consisted, as we have
seen, of various dialogues, sometimes imagined, sometimes
real. Dialogues 2-5 came into play at different points and each
gave rise to a set of ‘structuring principles’.
Dialogue with the Task

Selection of material:
45
• Will it make a book?

• Is it feasible?
• What will it look like?
Two sets of principles emerged from this dialogue. Inclusion

Principles centre around concerns such as:
• Feasibility: chapters should be viable, there should be

enough, but not too much to write.
• Balance: the book should be in proportion.
• Extent: the book should be a reasonable number of pages.
• Coherence: the parts should make a coherent whole.
Inspiration Principles centre around the author’s ability to

actually write materials:
• Viability: the structure and chapter titles should suggest

ideas for activities.
• Inspiration: the structure should inspire the author to
write within it.
• Originality: the sections should suggest original types of
activity.
Dialogue with the Imagined Reader

Sequencing and duration of material:
• How will these activities appeal to and be useful to teachers

and students?
• How will they use them? How will they fit into a syllabus?
• What concerns might the Imagined Reader have and how
can we design the book to address these?
Principles emerging from this dialogue could be called Teacher

Appeal Principles, consisting of:
46
Logical principles
• Sequencing: the steps should be structured to reflect a
logical teaching sequence.
• Timing: considerations of when, how often, how long?
• Syllabus fit: ease of incorporation of activities into a syl-
labus.
Affective Principles
• Classroom reality: activities should take account of class-
room reality.
• Teacher curiosity and enthusiasm: sections or steps
should be attractive and inviting.
• Practicability: activities should be useful and do-able.
Dialogue with Research

Engagement with the literature, and an ongoing dialogue with
the researcher resulted in a set of Interpretation Principles, which
addressed these questions:
Practice Interrogating Research

• Does this research translate directly into practice, or
will it need some rearrangement/insertion/deletion of
elements?
• How can the theory be (re)structured to provide class-
room appeal and viability?
Research Interrogating Practice

• Does any reorganisation distort the research?
• Does the rearrangement remain true to the research?
• Does it interpret it in the best possible way?
This dialogue acted as a check and balance on the ongoing

processes of selection sequencing and duration.
47
Dialogue with Creativity

Rather than through conscious deliberation, this dialogue was
expressed through the recurring metaphor of architecture.
Four distinct clusters of metaphors gave rise to what I will call
Architectural Principles:
• ‘A solid foundation’: Stability: the book needs a solid and

stable framework which should be designed before writ-
ing begins and which is not liable to change.
• ‘A space to write in’: Constraints: chapters and sections
should provide constraints which inspire creativity.
• ‘Welcoming’: Clarity: structure should be easy to navi-
gate and inviting to the reader Aesthetics: the structure
should be pleasing: ‘balanced’ and in ‘proportion’.
Conclusion
The process of structuring a book is more chaotic and recursive
than many theorists have made out. A gradual form is imposed
on the design by five sets of principles emerging from hidden
dialogues in the writing process. These dialogues aim to resolve
problems encountered and uncover principles which are realised
as constraints, defining the shape and ‘architecture’ of the book.
The principles cover four sets of needs:
1. The Inclusion Principles fulfil basic Publishing Needs: con-

siderations of viability, extent and feasibility.
2. The Teacher Appeal Principles focus on Teacher Needs,
answering the questions: will the material be compatible
with classroom reality and will the activities appeal to
teachers and their students?
3. The Interpretation Principles centre on Research vs Prac-
tice Needs: is the practice true to the research and is the
research as it stands translatable into practice?
4. Finally, both the Inspiration Principles and the Architec-
tural Principles centre on Author Needs: am I inspired to
48
write these materials and does the structure provide con-

straints which engender creativity?
These four sets of needs need to be constantly held in mind and

balanced during the design process.
References
Dörnyei, Z., (2005). The psychology of the language learner: Indi-
vidual differences in second language acquisition. Mahwah,
NJ: Lawrence Erlbaum.
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei
& E. Ushioda (Eds.), Motivation, language identity and the L2
self (pp. 9-42). Bristol: Multilingual Matters.
Hadfield, J., & Dörnyei, Z. (2013). Motivating learning. New York:
Routledge.
49
Teaching pronunciation through tasks:

Myth or reality?
Mayya Levkina
Introduction
Over the last few decades, most EFL coursebooks have claimed
to integrate pronunciation work into their syllabuses. However,
there is no direct connection between empirical research into
how to teach pronunciation and teaching practice (Derwing &
Munro, 2005). Moreover, empirical research into pronunciation
is mainly based on phonetic training (i.e. a series of sessions in
a phonetic laboratory with the use of pronunciation exercises
of perception and production) rather than L2 development of
pronunciation under classroom conditions. Recently, research-
ers have started looking for new ways of implementing tasks in
an EFL classroom, such as task sequencing (Baralt, Gilabert, &
Robinson, 2014). Additionally, some researchers have drawn at-
tention to teaching pronunciation within a task-based language
framework (Gurzynski-Weiss, Solon, & Long, 2017), which teach-
ers can implement more easily.
In this light, the main purpose of this study was to analyse
how we can teach and put into practice the pronunciation of reg-
ular past forms with the use of tasks in an EFL classroom. The
choice of this target item is due to the variation in pronunciation
(/t/, /d/ and /id/) of the orthographical representation of the past
form in English –ed. The regular past tense endings are difficult
for L2 learners to perceive and acquire even after years of immer-
sion in the L2 environment. L2 learners tend to mispronounce
them, by, for example, deleting/devoicing verb-final /t/ and /d/.
51
Some of the common factors contributing to L2 learners’ dif-

ficulty in acquisition of regular past forms may be the follow-
ing: (1) greater difficulty in perceiving /t/ and /d/ than /ld/; (2) too
much language information, e.g. L2 learners may disregard reg-
ular past tense endings and rely on lexical items such as yester-
day or last weekend instead; (3) lack of readiness of L2 learners to
process the input and acquire the form if it is too far beyond their
level (Pienemann, 1989; VanPatten, 2004). In this context, tasks
may offer a solution to build the bridge between pure phonetic
training and English practice in a classroom.
Present study
The participants in the present study were 42 university students
aged 20-22 enrolled in a course ‘English for the Media’ with a B1
level of proficiency as assessed by the Quick Oxford Placement
Test. They were divided into two groups and were given different
sequences of tasks during practice to see whether one of the
sequences was more beneficial than the other one. Before
treatment they were given a pre-test, which consisted of reading
a radio news script which included target regular past forms
of verbs. During the treatment, they were first given explicit
instruction on how to pronounce regular past forms of verbs. A
series of regular verbs in the past were given to them together with
an empty table with three columns to fill in. They then listened to
the pronunciation of the given verb forms and put them in the
appropriate column (the listening was previously recorded for the
present experiment). After they finished the task, they received
feedback. Secondly, they practised saying some past verb forms
in isolation. They also received teacher’s feedback during task
performance. In the following part of the treatment, they read
a series of scripts with four levels of cognitive complexity, (see
Table 1). One group performed the tasks in order of complexity
from simple to complex, i.e. from Task 1 to Task 4, whereas the
other group performed the same tasks but in a randomized order.
Cognitive complexity was used here because previous studies
demonstrated that its manipulation from simple to complex
52
was beneficial for L2 development. The post-test included the

same number and type of scripts as in the pre-test (with the same
number of target past forms of verbs).
Table 1. Task complexity distribution
Task 1 x 4 times Task 2 x 4 times Task 3 x 4 times Task 4 x 4

times
+ planning time no planning time + planning time no planning

(2 min.) + here-and-now (2 min.) time
+ here-and-now - here-and-now - here-and-now
Students had Students had no Students had time Students had no

time to prepare time to prepare to prepare the time to prepare
the reading. the reading. reading. the reading.
The script was in The script was in The script was in The script was in
the present. the present. the past. the past.
Pre-test and post-test readings were codified according to the

total number of correctly pronounced regular–ed past forms and
the total number of correctly pronounced separate forms /t/, /d/
and /id/. The results suggested that after treatment both groups
significantly improved their performance of the tasks and the
group which performed the tasks in sequence from simple to
complex displayed slightly better results, 71.9% of correctly
pronounced target forms versus 65.6%. However, when looking
at the results of the three types of pronunciation separately,
additional differences were also observed. The simple to complex
group outperformed the other group in the case of /d/, but the
randomized group performed better in the case of /t/ and /id/ (see
Table 2).
Table 2. Descriptive statistics (overall results per group)
Groups Total number of /id/ /d/ /t/

past forms
Group 1 71.9% 22.5% 41.7% 7.6%
(simple to complex)
Group 2 65.6% 28.9% 23.3% 12.3%
(randomized)
53
Conclusions and further research

The study demonstrates that it is possible to implement
successful L2 pronunciation practice in a classroom. However,
more studies are needed to see whether other teaching
methodologies and techniques may be equally efficient in the
teaching of L2 pronunciation. L2 proficiency was not taken
into account in the present study, but as some previous studies
showed it plays a role in L2 development and therefore it would be
useful to compare groups with different levels of proficiency (e.g.
A2, B2, etc.). Finally, there was no control group in the present
study, so no comparison is given between the experimental and
the control groups to see whether by doing pre- and post-tests
students may become aware of the target form and improve their
performance over time without any additional practice.
References
Baralt, M., Gilabert, R., & Robinson, P. (Eds.). (2014). Task se-
quencing and instructed second language learning. London:
Bloomsbury.
Derwing, T. M., & Munro, M. J. (2005). Second language accent
and pronunciation teaching: A research-based approach.
TESOL Quarterly, 39(3), 379-397.
Gurzynski-Weiss, L., Long, A. Y., & Solon, M. (2017). TBLT and
L2 pronunciation: Do the benefits of tasks extend beyond
grammar and lexis? Studies in Second Language Acquisition,
39(2), 213-224.
Pienemann, M. (1989). Is language teachable? Psycholinguistic ex-
periments and hypotheses. Applied Linguistics, 10(1), 52-79.
VanPatten, B. (2004). Processing instruction: Theory, research, and
commentary. Mahwah, NJ: Lawrence Erlbaum.
54
How do teacher questions affect

students’ L2 task performance
in EFL classrooms?
Natsuyo Suzuki
Introduction
The language the teacher uses plays a significant role in the lan-
guage learning of students, particularly those with a low level of
English proficiency. Teachers ask a lot of questions to check stu-
dents’ language knowledge (display questions), e.g., “What is the
past simple form of ‘go’?” in a typical ‘initiation’, ‘response’, ‘fol-
low-up’ (IRF) exchange. However, in real life, we ask referential
questions, e.g., “Did you enjoy your weekend?”, to which we do not
know the answers. The question arises as to whether or not dis-
play questions, which emphasize accuracy over communication,
are of strategic significance in the English as a foreign language
(EFL) classroom. This study investigated whether or not differ-
ent types of teacher questions affect: 1) the amount of student
responses; and 2) accuracy, fluency and complexity in students’
subsequent task performance.
Display and referential questions

Teacher questions vary in different aspects, depending on what
the teacher wants to elicit from the learners. Some studies have
found positive effects of referential questions in terms of the
length of responses, complexity and continuous interactional
revisions, possibly because these questions encourage learners
to exercise imagination and creativity when providing contextu-
al information about situations, events, and actions (e.g. Long &
Crookes, 1992). In contrast, in a study of an EFL class in Brunei,
55
Ho (2005) suggested that display questions could be purposeful

and effective in eliciting specific target language and meeting
institutional goals. According to another study conducted in a
secondary school in Hong Kong, display questions resulted in
longer and more complex utterances and were more likely to
elicit continuous interactional revisions when the teacher and
students negotiated their meaning over several turns (Lee, 2006).
A further study found that referential questions elicited limited
responses in Chinese language classes, where students tended
to economize on words, giving priority to meaning for instant
communication (Yang & Lyster, 2010). Finally, in a case study
of two learners, no difference was found in the use of different
questioning strategies over a nine-month period (Ellis, 2012).
The study
The participants in this study were Junior high school students
(n = 25) aged 13-15 studying in homogeneous classes at a music
college in Tokyo. They had 3.3 weekly hours of class, mainly ded-
icated to learning English grammar based on government au-
thorized textbooks, but also including a 50-minute communica-
tive class taught by a native speaker of English. The experiment
was conducted using a pre- and (delayed) post-test design with
two input sessions (spring and autumn). From the written pre-
test, it could be seen that most students had difficulty in forming
correct do-fronting and wh-questions in terms of inversion, and
some students still tended to mix the be-verb and the do-verb in
creating question forms and answers.
Over a period of six months, the learners were given three
written tests: 1) before the experiment; 2) immediately after it
had finished; and 3) one month later. Similarly, three oral tests
were given: after the spring session, and before and after the au-
tumn session. At the end of the whole experiment, learners were
given follow-up questionnaires in which they were asked about
their interest in the task. All conversations were recorded, tran-
scribed and analyzed for complexity, accuracy and fluency.
56
The Referential Group (n = 12-13) received only referential

questions (e.g. “How was your weekend?”) from the teacher at
the beginning of each lesson (approximately 20 min.), while the
Display Group (n = 11-12) had only display questions, mainly tak-
en from the topic of the text book (e.g. “What is apple bobbing at
Halloween?”). For the rest of the time (approximately 20 min.),
students in both groups took part in information-gap tasks in
which students used question forms: Picture Differences, which
requires students to guess and spot the differences; and Person-
al Information Exchange, which requires students to interview
each other (see Figures 1 & 2).
Figure 1. Picture differences
Figure 2. Personal information
57
Results
The amount of students’ responses
Although the overall number of words elicited in response to
teacher questions was small, the Referential Group produced
slightly more words than the Display Group, while the Display
Group produced more sentences (Table 1). As shown in previous
studies, it is possible that referential questions tend to invite
responses of a single word or short phrase in order not to impede
the flow of communication. In fact, economizing on words may
have served to prioritize meaning in order to communicate
immediately without breakdowns, which is quite common
in real-life conversation. Besides, it is possible to infer that
low-level Japanese school students in their mid-teens found it
difficult to interact with their teacher, particularly as they may
see the teacher as the person who assesses their language.
Table 1. Number of main clauses and words produced

during teacher-led question time
Referential Group Display Group
Number of main clauses 16 25

(Subject + verb)
Number of words in 518 words 448 words

response
Accuracy in oral and written tests

Contrary to initial expectations, the findings showed that
there were no differences between written and oral test scores
for the two groups in terms of accuracy. It was predicted that
display questions might act as input and prime more accurate
production. However, students’ accuracy in both written and
oral question forms did not change over six months.
Task performance: Complexity and fluency

Similarly, it was revealed that there was no significant difference
58
in the complexity or fluency of learners’ task performance as

a result of different types of teacher question. Interestingly,
however, the findings showed that students performed
differently on Picture Differences at different times (the spring
and autumn sessions). These results are likely to be related to
the pictures in the task: that is to say, even with the same type
of task, different content could influence L2 task performance. A
possible explanation is that the variable which affects learners’
performance may be the task itself and the question forms the
students used during the performance of differing task types
rather than the nature of teacher-led interaction.
Conclusions
In spite of limited data, this study produced two significant
findings in terms of the effects of teacher questions on students’
responses, accuracy, fluency and complexity in this context: 1)
Referential questions invited EFL learners to economize words
for smooth communication, while display questions were not
necessarily effective to elicit longer or more accurate utterances.
Grammar-focused tasks and simultaneous teacher feedback may
be more effective in developing accuracy, but further research is
needed to measure long-term gains. 2) The task type (content
and topics) is more likely to be related to student performance.
Surprisingly, the follow-up questionnaires revealed that 64% of
the students found the Picture Differences task interesting, but
only 20% thought that they were helpful for English learning. In
contrast, more students (40%) thought the Personal Information
Exchange task was helpful, despite the negative perception
that it was not interesting. Teenage learners in this context
may be inclined to believe that L2 learning does not take place
just through fun activities. Therefore, it would be intriguing to
explore how enjoyable tasks, using imagination and creativity
affect L2 development. All in all, it would be interesting to see
how the target language produced by low-level learners changes
during performance of other types of tasks.
59
References
Ellis, R. (2012). Language teaching research and pedagogy. Ho-
boken, NJ: John Wiley & Sons.
Ho, D. G. E. (2005). Why do teachers ask the questions they ask?
RELC Journal: A Journal of Language Teaching and Research,
36(3), 297-310.
Lee, Y. (2006). Respecifying display questions: Interactional re-
sources for language teaching. TESOL Quarterly, 40(4), 691-
713.
Long, M. H., & Crookes, G. (1992). Three approaches to task-
based syllabus design. TESOL Quarterly, 26(1), 27-56.
Yang, Y., & Lyster, R. (2010). Effects of form-focused practice and
feedback on Chinese EFL learners’ acquisition of regular
and irregular past tense forms. Studies in Second Language
Acquisition, 32(2), 235-263.
60
Cultivating language skills from the

inside-out: A focus on memory
Stephen Scott Brewer
Introduction
The aim of this contribution is to introduce a theoretical per-
spective on human functioning known as ‘enaction’ (Varela,
Thomson, & Rosch, 2016), and to relate this perspective to the
practical importance of emphasizing memory in foreign lan-
guage learning.
Enaction theory
Perhaps one of the most vexing questions about language acquisi-
tion and learning concerns the nature of the relationship between
those factors that stem from inside our learners and those that
originate in the outside social world. While teaching and its corre-
late, learning, typically conjure up images of knowledge transmit-
ted from outside (in the world) into our students’ minds (outside >
in), enaction theory highlights the need to view learning as a pro-
cess primarily rooted in our students’ endogenous processes, that
is, in those processes that they, from within, bring to bear on the
learning situations and opportunities afforded to them (inside
> out). This take on learning becomes increasingly important as
students mature and begin to exercise greater cognitive and emo-
tional influence over their own functioning by the time they reach
late childhood and early adolescence.
An enactive perspective on learning is rooted in the power of
dynamic learning situations and in the post-Cartesian philo-
sophical view that conscious human activity is not something
61
that the mind achieves on its own. Rather, enaction unites per-
son (mind), action (body), and situation (world) into one global
structure, while positing that all human functioning emerges
from the ‘situating/situated dialectic’ (Masciotra, Roth, & Morel,
2007, p. 4). ‘Situatingly’, individuals engage their personal re-
sources and determinants to situate themselves adaptively and
make their contributions to the emerging situations they find
themselves in. The possibilities that each of us enacts make up a
‘network of virtual actions’ (Masciotra et al., 2007, p. 4). Conco-
mitantly, each of us, ‘situatedly’ and over time, develops unique
ways of understanding, perceiving, and thus transforming given
physical and social environments and of rendering them fields of
action appropriate to our own functioning. This includes our hi-
ghly diverse relationships to cultural and technical objects such
as musical instruments and tools and machines of all kinds. An
environment is not just ‘out there in the world’ to be perceived
and experienced ‘as it is’, but rather constitutes, with referen-
ce to Hegel, a spielraum or ‘room to maneuver’ (Masciotra et al.,
p. 4). The inextricable links between our networks of virtual ac-
tions (NVA) and the spielraums (SR) we bring forth also comprise
a unique rapport that is subject to change throughout our lives.
Enaction in language learning

To illustrate enaction in the area of language acquisition and
learning, we need only contrast the dramatically different
ways we function or do not function linguistically depending
on where we find ourselves in the world. In our homelands, we
operate on the basis of magnificently refined holds (not unlike
in rock-climbing) that we enact continually as the result of the
rich transactions between our internal linguistic possibilities
(our NVA) and the properties of the sound environment that we
perceive and participate ‘through’ (the SR as we bring it forth).
But how different all of this is when we are in a foreign country
and do not speak the language! Given the absence of any usable
linguistic resources within and a sound environment that can-
62
not yet be rendered a field that affords linguistic interaction, no

holds can be enacted. The only way the situation can be improved
is to undertake to transform it into a more intelligible spielraum
by engaging personal resources and enacting given possibilities
that are part of one’s NVA. Memory in this regard plays an impor-
tant role in language learning, for without the domain-related
knowledge it supplies, we simply lack the critical means of es-
tablishing meaningful linguistic holds on the environment, and
without such holds, there can be little if any sustained skills de-
velopment.
Emphasis on memory
As Bilbrough (2011) states, ‘[m]emory underpins every aspect of
successful language learning. It is the glue that binds us to the
world of language around us and within us’ (p. 1). The construc-
tion, via memorization, of the holds that connect our students
to their linguistic contexts both from within and without is cen-
tral to our task as teachers. We can focus on this ‘glue that binds’
not only by linking language with students’ previous knowledge
and experience so that it becomes more memorable, but also by
emphasizing the importance of reactivation and rehearsal and
by helping students develop useful techniques and strategies for
committing texts to memory.
One effective memorization activity cited by Bilbrough (2011)
is based on Earl Stevick’s (1980) ‘Islamabad technique’ where
the teacher and students work together to generate a text about
a topic the class is interested in (e.g. a place or a popular band).
Once the topic is introduced, a volunteer from the class is asked
to say something about it. The teacher uses what the student
says to start building the text. Depending on the group’s level,
what was said could be either in the mother tongue, which the
teacher translates, or in the target language, which the teacher
may need or choose to reformulate to provide a more accurate,
more sophisticated model. The student’s idea, now well-expres-
sed in the L2, is drilled about the room and one keyword goes on
63
the board to serve as a memory trigger for the whole sentence.

This procedure – elicitation, translation/reformulation, drill,
keyword on board – is repeated nine times to produce a text of
ten sentences (represented by just ten words). As the studen-
ts are trying to retain more and more content and language, it
is important to keep reviewing everything by pointing at each
word and asking students to recall the sentence it represents.
Once the text is complete, students are asked to write down all
of the sentences as far as they can remember them and then to
compare their sentences with each other’s and improve them
where necessary. After a student writes all ten sentences on the
board, the activity can be rounded off by having the group work
together to rewrite everything so that the sentences are linked to
form a coherent text, which can also be committed to memory.
Tasks and activities that strengthen memory skills foster the
growth of healthy cognitive and motivational resources that stu-
dents need to cope with the challenges of language learning. Stu-
dents not only leave lessons with a powerful feeling of knowing
something from within themselves, but come to trust their own
abilities and develop stronger beliefs in their potential to learn.
Such beliefs are an important dimension of the endogenous pro-
cesses that, from an enactive perspective, are at the heart of ef-
fective learning.
References
Bilbrough, N. (2011). Memory activities for language learning.
Cambridge: Cambridge University Press.
Masciotra, D., Roth, W.-M., & Morel, D. (2007). Enaction: Towards
a Zen mind in learning and teaching. Rotterdam: Sense
Publishers.
Stevick, E. (1980). Teaching language: A way and ways. Boston,
MA: Heinle and Heinle.
Varela, F., Thomson, E., & Rosch, E. (2016). The embodied mind:
Cognitive science and human experience (Rev. Ed.). Cam-
bridge, MA: MIT Press.
64
Algerian teachers’ and learners’

beliefs about learner autonomy
Ouacila Ait Eljoudi
Introduction
Language learning beliefs are central to language learning and
teaching and have been an area of interest since the mid-1980s.
A large amount of research has been done in this field (e.g. Borg
& Al Busaidi, 2012). Rilly (1996, cited in White, 2008) states that
“if there is a misfit between what learners believe and the beliefs
embedded in the instructional structure in which they are enrol-
led, there is bound to be some degree of friction or dysfunction”
(p. 123). In other words, teachers should attempt to uncover and
understand their learners’ beliefs. This study aims to compare
beliefs about learner autonomy with teaching practices.
Little (2007) defines learner autonomy as ‘the product of an
interactive process in which the teacher gradually enlarges the
scope of her/his learners’ autonomy by gradually allowing them
more control of the process and content of their learning’ (p. 18).
In this study, learner autonomy is defined as the cooperation
between students and teachers in order to achieve the ultimate
learning goal. Potential mismatches between learner and tea-
cher expectations in an Algerian context may also be relevant to
other ELT contexts.
The context of the study

This study took place in Algeria at Abderahmane Mira Bejaia
University. Questionnaires (provided upon request) were used
to obtain information about learner beliefs related to autonomy
65
and actual behavior from 336 third year Bachelor’s degree stu-
dents enrolled in supplementary English classes (242 girls and 94
boys), and ten teachers from the Department of English.
Results and discussion

The results of the survey indicate that learner autonomy is not
put into practice even if it is considered highly desirable by
both teachers and learners. For example, responses to an item
on the learner questionnaire (see Figure 1) show that 66% of
learners consider teachers’ input as definitive and do not do any
independent study.
3. When you receive input from teachers, do you…?
a. Try to do extra research to find out more about the topic.

b. Restructure the teacher input as knowledge to reproduce in exams.
Please explain your choices. ………………………………………………………………………
Figure 1. Question 2.3 on the learner questionnaire
However, responses in the teacher questionnaire (see Figure 2)

indicate that 60% of teachers would encourage self-dependent
learning.
6. Do you want your learners to depend on their own abilities while learning?
a. Yes
b. No
If yes, please say why……………………………………………………………………………...
Figure 2. Question 2.6 on the teacher questionnaire
66
There also seems to be a mismatch between teachers’ and lear-

ners’ stated beliefs about learner autonomy and what they ac-
tually do. For instance, teachers were asked to choose from the
following options to best describe the teacher’s role:
a) an imparter of knowledge
b) a guide and controller
c) a facilitator
The majority (70%) of teachers consider themselves to be ‘faci-

litators’. Conversely, 70% of learners indicate that they rely on
the teacher to solve their learning problems, indicating that
while teachers perceive themselves as facilitators and learners
believe they are active participants, this is not reflected in prac-
tice. Nevertheless, both learners and teachers regard learner
autonomy highly and consider it a desirable attribute. The-
se findings are consistent with studies in other contexts, e.g.
Yoshiyuki (2011, cited in Borg & Al-Busaidi, 2012, p. 7) com-
pared English language teachers’ (positive) theoretical views
about the value of learner autonomy with their (less positive)
reported classroom practices and found a substantial gap be-
tween the two.
Concerning their understanding of learner autonomy, both
groups stated that this is a matter of collaboration between
teachers and learners, but when it comes to their current class-
room practices, the learners tend to prefer doing tasks alone and
at their own pace. Regarding teachers’ and learners’ attitudes
towards learner involvement in the choice of classroom activi-
ties, both groups were very enthusiastic about the importance of
self-reliance but when asked about their current practices they
revealed that this was not the norm. Thus, our results are in line
with those of Borg and Al-Busaidi’s (2012, p. 15) study, in which
the teachers were more positive about the desirability of the stu-
dents’ involvement than they were about its feasibility (objecti-
ves, assessment, and materials).
67
As for teachers’ and learners’ perceptions of their own roles,

both groups demonstrate very positive attitudes. The teachers
tend to perceive their own roles as facilitators, and the learners
as those who take the initiative without being asked to do so.
However, once again stated beliefs and reality clash. This is most
probably due to the fact that traditionally the role of the learner
is less active and the teacher’s role is one of authority.
The most prominent observations include: a) learners’ ex-
pectations of learning the target language via teacher-centered
instruction; b) the lack of intrinsic motivation to learn inde-
pendently; and c) the institutional constraints on the improve-
ment of learner autonomy (the means). Our results coincide
with Borg and Al-Busaidi (2012, p. 20), who highlighted a range of
factors related to learners, the institution, types of instruction,
and knowledge delivery which limited the extent to which they
felt they were able to promote learner autonomy.
Implications of the study

Our research findings suggest that there is a mismatch between
teachers’ and learners’ beliefs about learner autonomy and their
actual practices. In order to promote autonomy, the creation of a
safe environment which can promote the learners’ involvement
is essential. Some suggestions for achieving this might include
the following:
• Integrating cooperative learning into classroom practi-

ce (see Cohen, Brody, & Sapon-Shevi, 2004, and Berbar,
this volume, ch. 12) can be a very effective tool that en-
courages the development of learner autonomy. Coo-
perative learning encourages greater learner-centere-
dness and learner direction in the classroom (Crandall,
1999, p. 238) and is beneficial for both teachers’ and
learners’ autonomy, which are interrelated.
• Self-assessment (see Borg & Al-Busaidi, 2012) is highly

recommended for the promotion of learner autonomy.
68
Self-assessment is said to benefit not only teachers and

learners but also instruction as a whole (see Kadri, this
volume, ch. 13); learners develop a sense of self-relian-
ce as they monitor their own progress, and teachers
are supported and share their rationale and tasks with
learners. Thus, instruction is more highly valued.
• Strategy training may further contribute to learner

autonomy. According to Rukthong (2008, cited in Run-
gwaraphong, 2012, p. 174), what prevents learners from
learning autonomously is their limited knowledge of
strategies. Guiding students through techniques for
learning shows that learning is process-oriented, not
product-oriented, and the classroom becomes a place
where learners are given incentives to promote lifelon-
g-learning skills (Rungwaraphong, 2012, p. 175).
• Tailoring the use of the coursebook, by providing lear-

ners with a choice of what to cover depending on their
needs, can also help to contribute to teacher autonomy.
In other words, the Ministry of Education could allow
teachers the flexibility to supplement the coursebook
with other tasks and materials more relevant to lear-
ners’ needs and preferences.
Conclusion
The gap between what teachers and learners believe regarding
learner autonomy and their classroom practices may be related
to limits on the promotion of learner autonomy, e.g. instructio-
nal constraints (materials), time pressure, class size, and lear-
ners’ motivation to adapt to the ways of teaching and learning, as
well as students’ habits of reliance on teachers acquired during
previous learning experiences. Desirability and positive beliefs
about learner autonomy are not enough to ensure its implemen-
tation and practice. For this reason, I would propose integrating
teacher and learner autonomy training. To conclude, there is no
69
good or bad learner, but there is a strategic autonomous learner

and non-strategic, non-autonomous learner.
References
Borg, S., & Al-Busaidi, S. (2012). Learner autonomy: English lan-
guage teachers’ beliefs and practices. ELT Journal, 12(7), 1-45.
Cohen, E. G., Brody, C. M., & Sapon-Shevin, M. (2004). Teaching
cooperative learning: The challenge for teacher education.
New York: State University of New York.
Crandall, J. J. (1999). Cooperative language learning and affecti-
ve factors. In J. Arnold (Ed.), Affect in language learning (pp.
226-245). Cambridge: Cambridge University Press.
Little, D. (2007). Language learner autonomy: Some fundamen-
tal considerations revisited. Innovation in Language Lear-
ning and Teaching, 1(1), 14-29.
Rungwaraphong, P. (2012). The promotion of learner autonomy
in Thailand tertiary education: Lecturers’ perspectives and
practices. Unpublished doctoral thesis, Victoria University
of Wellington.
White, C. (2008). Beliefs and good language learners. In C. Grif-
fiths (Ed.), Lessons from good language learners (pp. 121-128).
70
Metaphorical competence in Italian EFL

students: An empirical study
Chiara Astrid Gebbia
Introduction
Due to their creative nature, metaphors enrich languages.
However, metaphorical expressions may differ from one langua-
ge/culture to another. Developing in a certain cultural environ-
ment, languages acquire a specificity that is usually conveyed by
figurative expressions. A major difficulty in learning metaphors
is therefore their cultural dependence, leading to different ex-
pressions for the same concept.
When teaching English as a Foreign Language (EFL), the cultu-
ral specificity of the language is as essential as the grammatical
system. Although it is possible for students to observe cultural
references through culture-bound idioms, it is difficult to find
their equivalents in other languages and students lack confiden-
ce in using them correctly. Consequently, while their autono-
mous discourse is grammatically appropriate, it can sound un-
natural and over-literal (Danesi, 1993, p. 490).
Due to their illusory arbitrariness, metaphorical expres-
sions are commonly presented as exceptions to be learnt by
heart. In fact, most idioms are motivated by conceptual me-
taphors (CMs). Far from being mere rhetorical devices, meta-
phors are a process of the mind by which we conceive abstract
concepts through concrete, physical ones (Lakoff & Johnson,
1980, pp. 454-455). For instance, the expression ‘I cannot di-
gest those claims’ is motivated by the conceptual metaphor
IDEAS ARE FOOD: the concrete concept (FOOD) – a physical
71
experience we are familiar with – is used to understand the

abstract one (IDEAS).
As a systematic production of our brain, pervasive in everyday
language and life, CMs are applied constantly and automatically.
If metaphors are a means of cognition, we can presume that fo-
cusing on metaphors can help students to think in terms of the
new culture.
Data collection
As metaphors are ubiquitous and important, Danesi (1993, p.
489) points out that metaphorical competence, namely the abili-
ty to comprehend and produce metaphors in a language, should
be included in the teaching/learning process. In order to test this
claim, I examined the receptive metaphorical competence (com-
prehension only) of 230 Italian EFL learners at the University of
Palermo. The sample consisted of 184 first-year undergraduate
students and 46 second-year Master’s students on Modern Lan-
guages degree courses.
Participants were given a questionnaire which included
phrasal verbs, idioms and collocations based on conventio-
nal CMs that have a literal and a figurative meaning, the latter
coming from the former. For instance, I used the expression
to regain ground that has both a literal meaning (to advance
toward a location) and a metaphorical one (to make progress,
to become more successful). Being so deep-rooted in language
and applied unconsciously, they are perceived as mere literal
expressions (Lakoff & Johnson, 1980, pp. 454-455). The meta-
phors used primarily concerned the semantic field of the BODY
which is the most frequent one in figurative reasoning, provi-
ding the physical basis for abstract concepts (e.g. to get on so-
meone’s nerves; to get out of hand; to catch someone red-han-
ded; to get cold feet).
In order to test the ability of the participants to understand
the metaphorical nature of the expressions, three possible
answers were provided for each question: two were metaphori-
72
cal, one right (a) and one wrong (b), and one was a literal para-
phrase of the expression given (c) (cf. Danesi, 1993, p. 495). The
latter may be triggered if the students translate the expression
into their native tongue, Italian. To understand how conventio-
nal metaphors may mislead the participants, let us have a look at
this example:
‘After the last game, the Indian team seems determined to regain
ground’ means that:
a) The Indian team wants to become more successful

than the other teams it is competing with.
b) The Indian team wants to be prepared for other
matches.
c) The Indian team is determined to go faster and pass
the other team.
If the students do not understand the metaphorical nature of

to regain ground, they may interpret it as a literal expression (c).
Indeed, the context of a football game may suggest the idea of
advancing or moving toward a location. In order to disguise the
fact that the literal alternative was always wrong, respondents
were asked to answer items concerning basic lexical elements (to
give lectures; to lead to), as in the following example involving the
false friend unlikely:
‘It’s unlikely that the thieves will be caught’ means that:
a) The fact that the thieves will be caught is scarcely

possible.
b) People don’t like the fact that the thieves will be
caught.
c) The fact that the thieves will be caught is highly
probable.
73

Results suggest that, although students were able to unders-
tand the metaphorical nature of the expressions, only a mino-
rity of the sample possessed an adequate metaphorical compe-
tence:1 35.8% of the undergraduate students and 39.1% of the
Master’s students (Table 1). Surprisingly, the results of the two
test groups were analogous, suggesting that they did not have
the opportunity to access the metaphorical structure of the TL
during their studies.
This lack of awareness of metaphorical reasoning shows that
whilst native speakers possess an innate metaphorical compe-
tence, EFL learners do not naturally achieve it. Therefore, it shou-
ld be developed through a specific syllabus consisting of noticing
activities that focus on frequent idioms that have a metaphori-
cal motivation, e.g. those relying on concepts like BODY, FOOD,
ANIMALS, MONEY, and so on (Pedrazzini, 2016, pp. 113-121).
Table 1. Students with an adequate metaphorical competence
Degree course Adequate metaphorical competence
Undergraduate students N. 66/184

% 35.8%
Master’s students N. 18/46
% 39.1%
Raising awareness of the metaphorical motivations that un-

derlie many figurative expressions may facilitate recall and re-
tention. More practically, vocabulary-learning activities can em-
phasise the concrete concepts used to express and think about
an abstract domain (Andreou & Galantomos, 2008). For instan-
ce, we can arrange the idioms concerning ANGER according to
1 I calculated the score of the metaphorical questions and the score of the non-metaphorical
ones separately. The maximum score that a student could achieve for the first ones was 130,
whilst the maximum score for the second ones was 20. The overall score achievable in a
single test was 150. I therefore considered 70/130 as a sufficient metaphorical score.
74
the conceptual metaphor that motivates them: ANGER IS A HOT

FLUID IN A CONTAINER, represented linguistically in expres-
sions like to hit the ceiling, smoke coming out of one’s ears, and so
on. In such metaphors, the body is conceived as a container and
the emotions as fluids held within. When the intensity of emo-
tion increases, if the internal pressure is too high, the level of the
fluid in the container rises, the fluid overflows or the container
explodes (Kövecses, 2010, pp. 123-124).
Simply put, drawing the students’ attention to non-arbitrary
characteristics makes idioms more memorable. They may also
benefit from noticing activities about the repetitive phonetic
features of figurative expressions: alliteration (it takes two to tan-
go, to play a part), assonance (hit and miss), or rhyme (wear and
tear) (Pedrazzini, 2016, pp. 113-121).
Conclusion
Speakers use languages appropriately from the grammatical
point of view and creatively to express feelings, thoughts and cul-
ture-related reality. Solely linguistic and communicative com-
petences do not ensure a high level of proficiency. Consequently,
metaphorical competence should be enhanced by means of spe-
cific awareness-raising activities, as they are likely to facilitate
the learning of Target Language (TL) figurative language. Since
English is rich in idioms, mastering them constitutes an impor-
tant aspect of the language. Although further research is requi-
red, it seems plausible that raising students’ awareness of the
CMs that motivate idioms may bring culture into EFL classrooms
and sensitize learners to the way the TL conceptualizes reality.
References
Andreou, G., & Galantomos, L. (2008). Designing a conceptual
syllabus for teaching metaphors and idioms in a foreign
language context. Porta Linguarum, 9, 69-77.
Danesi, M. (1993). Metaphorical competence in second language
acquisition and second language teaching: The neglected
75
dimension. In J. E. Alatis (Ed.), Georgetown University rou-

nd table on languages and linguistics (GURT) 1992: Language,
communication, and social meaning (pp. 489-500). Washin-
gton, D.C.: Georgetown University Press.
Kövecses, Z. (2010). Metaphor: A practical introduction. New York:
Oxford University Press.
Lakoff, G., & Johnson, M. (1980). Conceptual metaphor in every-
day language. The Journal of Philosophy, 77(8), 453-486.
Pedrazzini, L. (2016). Il lessico dell’inglese: Strumenti per l’apprendi-
mento [English lexis: Learning tools]. Roma: Carocci editore.
76
Facilitating teacher research using IRIS:

A digital repository of Instruments used
for Research in Second Languages
Sophie Thompson, Emma
Marsden and Luke Plonsky
Introduction
The ELTRIA conference presented some of the wide and varied
ongoing studies into language learning and teaching. Whilst
there is a huge amount of research seeking to inform pedago-
gy, many teachers struggle to engage with it. Part of the reason
for this is likely to be lack of time, with teachers experiencing
increasing pressure and workloads. Another barrier is accessi-
bility with much research being behind a paywall. These issues
result in teachers finding it hard to access and use research fin-
dings, as many teachers simply do not have time to sift through
journals to find relevant research and then create new sets of
material based on it. The IRIS repository does both of these tasks,
by holding research details and materials, to facilitate accessibi-
lity and applicability of research by teachers.
What is IRIS?
IRIS (www.iris-database.org) is a digital repository of data collec-
tion materials. IRIS aims to improve the openness and replicabili-
ty of second-language research, thereby increasing opportunities
for teacher-led research. IRIS now holds over 3,200 sets of mate-
rials, and has had over 18,700 downloads from students, teachers
and researchers. The data collection instruments held here can be
used or adapted to undertake research within different contexts
and classrooms. They include communicative tasks, questionnai-
res, interview protocols, observation schedules, various teaching
77
tasks for intervention studies (e.g. Processing Instruction) and

software scripts for experiments. All materials on IRIS have been
used to collect data for peer-reviewed publications.
How can IRIS help teachers to engage in research?

One of the principal goals of IRIS is to make research instrumen-
ts more accessible, allowing teachers to conduct research in their
own classrooms more easily. Teachers can look for materials using
a wide range of search terms, enabling them to search for speci-
fic materials (e.g. questionnaire, picture description, listening
tests, gap fill), research areas (e.g. motivation, error correction),
languages (e.g. Spanish, Japanese), or participant characteristi-
cs (e.g. beginner, intermediate), among many other parameters.
Teachers can search for tools relating to specific questions about
the nature and effectiveness of ELT, for example: assessing lear-
ners’ needs; effective feedback; motivating students; classroom
interaction; students’ willingness to communicate; eliciting spe-
cific aspects of language, such as pragmatics or the passive voice;
designing and evaluating language teaching materials.
What are some areas we could research in our classrooms?

Some suggested areas/questions which emerged from our talk at
the ELTRIA conference were: Why are my students sometimes
unwilling to communicate in class? How do my learners feel about
learning English? Why are my learners studying English? What
motivates them? Are the materials I use communicative enough?
What kind of feedback should I give during tasks? How does using
a more difficult task affect my learners’ use of the target language?
Group work or pair work: Which solves problems better?
Each language teacher and classroom is unique, therefore, the
questions a particular teacher will have may differ from those of
another teacher. The examples above outline some common the-
mes raised by teachers but do not by any means cover the wide
variety of areas a teacher may wish to investigate. IRIS is able to
facilitate research into all of these questions and many more.
78
How can IRIS help us to answer some of the questions we have

about our classrooms/learners?
The materials on IRIS are free and downloadable. Any teacher
can search on IRIS for materials relating to their area of interest,
the language they teach, the first language of their students, the
proficiency of their students, the skill they want to practise/in-
vestigate, etc. These instruments can then be used as they come,
or adapted for specific contexts. During the demonstration at
the ELTRIA conference, we looked at some of the common ques-
tions listed above and how IRIS could help to answer them. Here
is a summarised example:
Why are my students sometimes unwilling to communicate in class?

For this question we searched for ‘willingness to communicate’ in
IRIS and after searching through the hits found material from Cao
and Philp (2006). The instrument they used is an interview/self-re-
port questionnaire. The questionnaire could be used as part of a
diagnostic session at the start of a course or as part of an ongoing
reflection process throughout a course. The questionnaire asks stu-
dents to assign a percentage of time that they would like to spend
doing a particular activity in another language (English in the case
of this study). This questionnaire could be used as it is, or adapted by
the teacher, or adapted by the students so that they can choose acti-
vities of particular relevance to them. This could be done as a one-o-
ff activity, or across a course or even across classes and teachers.
Possible applications
Some of the following areas for discussion were raised during
our presentation at the ELTRIA conference.
Application of IRIS for teacher training

The use of IRIS for continuing professional development and
training was discussed. It was great to see that a number of trainers
in the audience could see that IRIS would facilitate training and
planned to use it in their courses. The Open Accessible Summa-
79
ries In Language Studies (OASIS, www.oasis-database.org) ini-

tiative will provide summaries of journal articles linked to IRIS
materials to allow teachers to quickly find out the background to
a piece of research and download its material. By providing access
to the material as well as the details of the research, teachers are
able to see how research was done and then apply it to their own
contexts. This will allow teachers to engage in education resear-
ch quickly and efficiently. OASIS will be international, covering a
wide range of languages and research questions.
Use of IRIS in higher education (HE)

For those educators working in HE, there are applications for
IRIS in research methods and library skills training. Since pre-
senting at the ELTRIA conference, we have developed three
short demo videos introducing IRIS and demonstrating how to
search for materials and how to upload materials. These are ea-
sily found on our website. The new demo videos allow tutors to
demonstrate IRIS to students without having to already be very
familiar with the site. Students can use IRIS to search for studies
by research material type, to find materials they can adapt, and
to find data they can practise analysing.
The discussion about how IRIS could be used with HE student
audiences raised concerns about data sharing. Would the
availability of data on IRIS result in cheating/fabrication of data?
The data on IRIS could be used for research methods training
in the same way as most course books and statistics classes use
existing data. The data available online in statistics guides and
websites also have the same risks. However, it is most likely that
the benefits outweigh the risks. A wide variety of data allows
for a wider variety of statistics practice during training. Across
research in general, data sharing also facilitates meta-analysis,
further comparisons, replications, and increases transparency
and potentially research rigour as a result.
You can follow IRIS on Facebook for updates on new materials and
for news on open science: https://www.facebook.com/irisdatabase/
80
Section 3
Practice
into research
Exploring practical issues and questions

in the classroom
Demotivation and dropout: Why

do learners ‘give up’ on English?
Matthew Evans
Introduction
Language learning can be a frustrating experience. Conjuga-
tions, idioms, genders; the path to communicative competen-
ce is, in any language, a challenging and at times unrewarding
slog. At what point do learners decide that it simply is not wor-
th it? Demotivation and dropout are serious problems, both
for language schools and their students. Of course, learners
sometimes reach a level that they are content to have reached,
and make an informed and rational decision not to continue
studying. As teachers we should not begrudge them this choi-
ce. On other occasions, however, the parting between a learner
and their institution is less than amicable, and can bring with
it notions of failure: the learner feels that they have failed their
teacher, or that their teacher has failed them. Often, this initial
decision to drop out of a course can be manifested as a lasting
- and frequently unwarranted - distaste for the language itself.
In an attempt to shed some light on this issue and to generate
discussion on how teachers can deal with the problem of demo-
tivation, I invited learners to share their thoughts on the lan-
guage-learning process.

As part of a larger project, ex-learners of English from a large
university language school in Catalonia completed an online
questionnaire on motivation; based on profiles extracted from
83
SEC TION 3 PR ACTICE INTO RE SE ARCH
this questionnaire, six of those who had dropped out were selec-
ted to take part in a 30-minute interview. Apart from asking why
they had decided to stop learning English, I used an interview
protocol based on ideas discussed in Ushioda (1996) and Busse
and Walter (2013) to capture their motivational state towards
the end of the course, as well as their views on the most powerful
demotives in- and outside the classroom.
Those interviewed were from a group that had expressed no
desire to return to English study in future. It is curious, then,
that of the six ex-students interviewed, five mentioned a lack of
time as the main reason behind their decision not to re-enrol.
Participants commonly noted that they were too busy to come
to class, had other priorities, no time to dedicate to self-study, or
some combination of the three. Assuming that most of us do not
keep one schedule for our entire adult lives, a lack of time would
seem a strange impetus to dissuade a student from ever studying
again. In fact, this is often a default answer used by interviewees
to avoid delving any further into the true cause. When told as
much, the same five participants cited a range of other reasons,
chief among which were in-class demotives:
The dynamic of the class was terrible. Every day it was the same
thing, long monologues from the teacher and practice exercises.
Nothing ever changed. (Interviewee C, 23 years old, CEFR B2)
I don’t know why we had so many tests. It’s really demotivat-

ing if you’re not very bright. (Interviewee B, 54 years old,
CEFR A2)
Among the other demotives mentioned were classmates’ beha-

viour, a strong focus on passing an exam (official or the school’s
own), and the prevalence in class of what students described as
‘waste of time’ activities. Interestingly, four participants also
noted the inconvenient timetabling of classes. Interviewee B
states:
84
By the time you arrive home from the school it’s 10 [p.m.], and
you hardly have a chance to relax. It’s a lot more appealing to
just not go. (Interviewee B, 54 years old, CEFR A2)
Similar to the ‘lack of time’ initially cited by participants, this

too is a curious finding in that schedules do not change throu-
ghout the year; when students begin the course in September
with a presumably high level of motivation, they do so in the
knowledge that the class timetable will be static. What can we
learn from these confusing responses? Perhaps that, instead of
lack of time/other commitments being the reason students drop
out of language courses, they are merely indicators of the pro-
cess of demotivation at work: As the experience of learning a lan-
guage becomes less rewarding, it will naturally lose priority over
other commitments in the student’s life. That is not to say that it
is not important – the wary teacher will recognise these signals
as such and hopefully act on them, perhaps by implementing a
study-buddy system, as recommended by Jung (2011), or by en-
gaging students in ‘noticing exercises’ to demonstrate progress
and to set goals (Richards, 2008). Similarly, teachers could also
do well to be sensitive to demotivating incidents in the class-
room. One student recalled with clarity an experience two years
previous, which they noted as the point at which they began to
feel demotivated:
There was a grammar point we had to learn, it was about the

passive, and we had a test… There were some of us who had
no idea, but the class was moving too fast. We did the test even
though we knew we’d fail; it was terrible. (Interviewee F, 25
years old, CEFR B1)
Indeed, four out of the six interviewees recalled specific instan-

ces like the one above, even without prompting. It seems that
such experiences can have a lasting effect on the student’s self-e-
fficacy (Bandura, 1982): learners’ beliefs about their abilities to
85
cope with the proposed task, in this case language learning. Low
self-efficacy may act as the trigger that allows other demotives
such as ‘stagnation’ and ‘teaching methods’ to have more of an
effect than they otherwise would.
Conclusion
What can we as teachers do in the face of such a vicious cycle of
demotivation? First, we can strive to be more mindful of our stu-
dents’ needs and mental states, perhaps moving beyond the tra-
ditional start-of-year needs analysis towards a more continuous
pattern of reflection and evaluation. Second, we may need to
take a more active role in showing our students their progress or
explaining our rationale so that they do not necessarily perceive
activities as a ‘waste of time’. Finally, we must acknowledge that,
interesting though the comments from these participants are,
they are not our learners. Research in our own classroom, with
our own learners, is surely the most reliable way to know what
really demotivates them, and what we can do to help them.
References
Bandura, A. (1982). Self-efficacy mechanism in human agency.
American Psychologist, 37(2), 122-147.
Busse, V., & Walter, C. (2013). Foreign language learning moti-
vation in higher education: A longitudinal study of moti-
vational changes and their causes. The Modern Language
Journal, 97(2), 435-456.
Jung, S. K. (2011). Demotivating and remotivating factors in lear-
ning English: A case of low level college students. English
Teaching, 66(2), 47-72.
Richards, J. C. (2008). Moving beyond the plateau: From interme-
diate to advanced levels in language learning. New York:
Cambridge University Press.
Ushioda, E. (1996). Language learners’ motivational thinking: A
qualitative study. Unpublished doctoral thesis, Trinity
College Dublin.
86
The use of cooperative learning

in EFL classrooms
Katia Berbar
Introduction
In recent decades, research on cooperative learning in higher
educational settings has become very popular. Numerous stu-
dies have shown the gargantuan potential of this instructional
method for both teachers and students. Yet, many teachers are
reluctant to incorporate this approach into their teaching. Suc-
cessful application requires teachers’ understanding of coopera-
tive learning features and ways to assess students’ involvement.
This chapter sets out to guide novice cooperative learning prac-
titioners. It outlines the characteristics of cooperative learning,
and provides some suggestions regarding its implementation in
EFL classrooms.
Definition of cooperative learning

Johnson, Johnson and Smith (1991), pioneers in cooperative
learning research, define this pedagogical practice as ‘the ins-
tructional use of small groups so that students work together
to maximize their own and each other’s learning’ (p. 12). Unlike
traditional learning groups, students who work cooperatively
exchange information, help and encourage each other to learn,
and join efforts in order to achieve identical learning outcomes
that are advantageous to all group members ( Johnson & Johnson,
1999, p. 68).
Not all forms of peer learning involve cooperative efforts. To
be truly cooperative, groups require the presence of five indis-
87
pensable elements: (1) positive interdependence; (2) face-to-face

promotive interaction; (3) individual accountability; (4) social
skills; and (5) group processing ( Johnson et al., 1991, p. 16).
Positive interdependence
In truly cooperative learning contexts, students must ‘belie-
ve that they sink or swim together’ ( Johnson et al., 1991, p. 16).
That is, the success of a cooperative group depends upon the suc-
cessful contribution of each member. This noteworthy element
of cooperation, known as positive interdependence, can be crea-
ted by dividing the task into pieces or assigning roles to group
members ( Johnson et al., 1991, p. 17). The cooperative strategy
Jigsaw II, designed to teach reading, is a fine example of positive
interdependence. Each group member receives a different pie-
ce of information to read. Students with the same topic meet to
exchange information, then return to their original groups to
share their findings. After group instruction, students take indi-
vidual tests. Finally, team scores are computed based on indivi-
dual test performance.
Face-to-face promotive interaction

Unlike pseudo groups where students work individually and
contribute only at the end of the assignment, cooperative groups
provide team members with opportunities to share ideas, pro-
mote each other’s learning, and offer constructive feedback.
This facet of cooperative learning, referred to as face-to-face
promotive interaction, helps team members build group rela-
tionships ( Johnson et al., 1991, p. 30).
Individual accountability
To ensure the equal participation of all group members, teachers
should structure individual accountability. This aspect of coo-
peration refers to the assessment of individual contributions to
the accomplishment of the group’s goals ( Johnson et al., 1991,
p. 19). Individual accountability can be built in by choosing one
88
student randomly and questioning him/her on the material the

group has studied ( Johnson et al., 1991, p. 20). The cooperative
activity Numbered Heads Together™, developed by Kagan, pro-
motes individual accountability. The teacher forms groups of
four members, numbers students from 1 to 4, and asks a ques-
tion. Group members confer to ensure that everyone knows the
answer. The teacher selects a number at random and students
with that number are expected to answer.
Social skills
Successful cooperation necessitates the use of social skills. Such
skills include leadership, making decisions, building trust, com-
munication, and resolving conflicts. Not all students are born
with the capacity to work in cooperation; therefore, teachers
should explain the importance and the effective use of social
skills ( Johnson et al., 1991, p. 21). In order to teach active liste-
ning, for instance, teachers can incorporate Think-Pair-Share.
This cooperative structure requires students to reflect indivi-
dually on a question, pair up with a partner to exchange ideas,
and share the answers with the class.
Group processing
At the end of a cooperative activity, teachers should allow time
for group processing. Students need to identify the group’s
strengths and weaknesses, and look for ways to improve future
performances ( Johnson et al., 1991, p. 22). This can be achieved
by giving each team a group processing form (see Appendix), or
having team members keep a joint cooperative learning diary
where they record their behaviors and evaluate the quality of the
group’s work (Árnadóttir, 2014, p. 18).
Guidelines for cooperative learning implementation

Implementing cooperative learning in EFL classrooms is a
challenging task. Thus, the following guidelines intend to help
teachers who want to inject this approach into their teaching.
89
Group size
In order to structure individual accountability, group size ou-
ght to be small ( Johnson et al., 1991, p. 20). Smaller group size
maximizes participation, reduces conflicts, and encourages
communication and interaction among members. The optimal
group size for cooperative learning is four members (Macpher-
son, 2000-2007, p. 6). This size provides sufficient diversity of
ideas and opportunities to work in pairs.
Group formation
Two questions arise during cooperative learning integration: 1)
Should the groups be homogeneous or heterogeneous? 2) Who
should form the groups? To answer the first question, Johnson
et al. (1991) encourage teachers to use heterogeneous mixed-
-ability grouping (p. 60). This type of grouping can improve the
outcomes of all group members since it allows low-achievers to
learn from their peers, and provides high-achievers with oppor-
tunities to rehearse the material being studied.
As for the second question, observations suggest that during
cooperative efforts students tend to select the teams. According
to Johnson et al. (1991), however, student-selected groups are
not very successful due to their homogeneous nature. To solve
the problem, the authors recommend teachers to organize the
teams using random grouping ( Johnson et al., 1991, p. 61). One
effective technique consists of assigning numbers (e.g. 1-4) to
students and grouping them according to their numbers (Ramí-
rez Salas, 2005, p. 8). All students with number 2, for instance,
are grouped together.
Assessment of cooperative efforts

To guarantee individual accountability and encourage participa-
tion, Johnson et al. (1991) advise teachers to assess both group
work and individual efforts. One major obstacle teachers face
while implementing cooperative learning is the assessment of
individual participation. To achieve individual fair assessment,
90
the authors counsel teachers to test students individually, use

random oral questioning, or walk around the class, observe the
groups working, and record individual participation ( Johnson et
al., 1991, p. 20). Teachers can also incorporate peer assessment.
Group members are in the best position to assess their teamma-
tes’ contributions because they know exactly who participated
and who did not.
Conclusion
Unlike traditional instruction, cooperative learning promotes
interaction, enhances academic achievement, and fosters stu-
dents’ responsibility. Teachers are, therefore, encouraged to
integrate this instructional practice in EFL classrooms. For coo-
perative learning to be effective, its basic components should be
properly implemented. Thus, it is important to train EFL tea-
chers to teach through cooperative learning.
References
Árnadóttir, K. H. (2014). Cooperative learning in foreign language
teaching: A study of the use of group work in language stu-
dies in Icelandic secondary schools. Unpublished M.A. dis-
sertation, University of Iceland. Retrieved from https://
skemman.is/bitstream/1946/17630/1/Kristjana%20Hr%-
C3%B6nn_MA%20thesis.pdf
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative lear-
ning work. Theory into Practice, 38(2), 67-73
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative
learning: Increasing college faculty instruction productivity.
ASHE-ERIC Higher Education Report No. 4. Washington,
DC: The George Washington University, School of Educa-
tion and Human Development. Retrieved from http://files.
eric.ed.gov/fulltext/ED343465.pdf
Macpherson, A. (2000-2007). Cooperative learning group acti-
vities for college courses: A guide for instructors. Kwantlen
University College. Retrieved from http://lor.rrc.mb.ca/
91
file/617a47a2-50d5-7163-f735 f97790ecc792/1/cooperati-
ve%20learning%202007.pdf
Numbered Heads Together™. Kagan Publishing. Retrieved from
https://www.kaganonline.com/catalog/ENH/Numbere-
dHeadsTogether_Users_Manual.pdf
Ramírez Salas, M. (2005). Grouping techniques in an EFL classroom.
Actualidades Investigativas en Educacion, 5, 1-14. Retrieved
from http://www.redalyc.org/pdf/447/44720504005.pdf
Appendix
Group processing form
Reflect on the way your team cooperated today. True False
We took turns to share ideas.
We listened attentively and valued all the ideas.
We involved everyone and divided the task equitably.
We encouraged each other to complete the task.
We used quiet voices while completing the task.
We completed the task on time.
We did best at ……………………………………………………………………………
Next time, we could improve at …………………………………………………
92
Student self-assessment vs
teacher assessment: The issue of
accuracy in EFL classrooms
Nawal Kadri
Introduction
Self-assessment is often described in terms of the active partici-
patory role of students and the formative nature of this process.
It is defined as an ongoing process through which students en-
gage in constant review and identification of their own streng-
ths and weaknesses with a view to improving learning (Gardner,
2000; Pierce, 1999).This formative process is highly recommen-
ded because it represents a powerful metacognitive stimulus
that raises awareness of current and target situations; it also
develops critical thinking skills as students reflect on their pro-
gress. This builds a sense of ownership and responsibility in stu-
dents as they manage their learning by themselves. Teachers are
also affected by students’ involvement and collaboration. As an
innovative tool for teaching, self-assessment reinforces instruc-
tion by stimulating discussion through which teachers can diag-
nose needs and gaps in students’ knowledge.
We should highlight here that self-assessment is only benefi-
cial when implemented under appropriate conditions (Goodrich,
1996, cited in Panadero & Alonso-Tapia, 2013, p. 564). The first
step towards the realisation of self-assessment is raising aware-
ness of the value of this formative process; both students and tea-
chers need to understand the importance of reviewing one’s work
to determine progress. Another condition is access to assessment
criteria. Students should have a clear grasp of the standards that
condition their performance. Otherwise, they may have difficul-
93
ties identifying gaps in their abilities. As self-assessment is an

ongoing process, assessment skills cannot all be learnt at once,
they need scaffolding. Consequently, this should be an overt part
of instruction. Last but not least, during the self-assessment pro-
cess, students should be guided and provided with feedback. They
need to judge the significance of their own judgments and use that
feedback to make subsequent improvement.
The study
Various studies have been undertaken to consider the validity and
reliability of students’ self-assessment in EFL classrooms. Nev-
ertheless, it should be noted that in the Algerian context, little if
no research has been done to investigate this issue. This chapter
seeks to address the following question: ‘To what extent do stu-
dents’ self-grading and teacher’s grading correspond?’ It specifi-
cally aims to examine the degree of accuracy of students’ self-ap-
praisal and identify possible explanations for any discrepancy be-
tween students’ judgments and those of the teacher.
The present investigation was carried out in Algeria. Twen-
ty-six EFL students (2 males and 24 females) from the University
of Bejaia participated in the study. To answer the research ques-
tion, assessments students made of their written work were
compared against those generated by the teacher across two
different assignments (to write a paragraph, then an essay) in
an EFL writing course. At the end of each assignment, students
were invited to self-assess their work to determine their achie-
vement. The assessments were facilitated by a criterion-based
assessment grid as shown in Figure 1.
The criteria that made up the assessment grid represent the
aspects of academic writing that form a good written compo-
sition (Oshima & Hogue, 2007). Students used the assessment
grid to grade their performance. Their work was subsequently
marked by their teacher (the researcher) using the same asses-
sment grid to allow comparison between the grades obtained at
the end of each assignment. In addition to the teacher’s scores,
students received constructive feedback on each performance.
94
The teacher highlighted students’ errors and made comments

on the four areas of assessment included in the assessment grid.
Full Name: Text: Date:

Assessment Scale
Assessment Criteria
Excellent Good Fair Poor Missing
2 1.5 1 0.5 0
Layout Indentation
Organisation Number of
paragraphs
Structure
Content Unity
Development
Coherence
Originality &
Creativity
Language Vocabulary
Grammar
Mechanics
Figure 1. Assessment grid for EFL writing
In order to understand self-assessment from the students’

perspective, participants were encouraged to write a reflective
journal at the end of each writing assignment, where they reflec-
ted on the assessment experience and expressed their attitudes
and feelings towards the process using English.
Results
Using statistical processing software (SPSS), students’ individual
scores for each assignment were compared with those generated
by their teacher. The overall means for both students’ scores and
teacher’s grades were then computed to test their significance.
The results are displayed below.
Figure 2 (assignment 1) shows that students’ grades seem to
be higher than those assigned by the teacher. Students’ scores
vary between 5.75 and 18.25 (M=13.75), whereas the teacher’s
95
grades range between 7.25 and 15 (M=10.89). Figure 3 (assign-

ment 2) demonstrates almost similar results. Student-generated
scores are again higher than the teacher’s grades. Students’ sco-
res vary between 7.75 and 17.25 (M=13.10), whereas teacher-ge-
nerated grades range between 6.76 and 15.75 (M=10.80).
Figure 2. Student vs teacher assessments (assignment 1)
Figure 3. Student vs teacher assessments (assignment 2)
96
Discussion
The statistics displayed in Figures 2 and 3 show great disagree-
ment between the scores generated by the students and their
teacher for the two assignments. The findings suggest that stu-
dents are unable to accurately assess the quality of their work, as
most of them tended to overestimate their performance.
Analysis of the students’ reflective journals helped with fur-
ther understanding and interpreting students’ tendency to in-
flate their scores and with the identification of potential rea-
sons. It was clear from students’ descriptions of their learning
experience that this was the first time they had been encouraged
to assess their work by themselves, which was new and strange
for them. As these learners had never been instructed or trai-
ned in the skills required to accurately judge their performan-
ce, this may be one of the major reasons for students’ overesti-
mation of the quality of their work. A further difficulty was the
learners’ low proficiency level and lack of knowledge of writing
conventions, which inevitably hindered them from identifying
their mistakes. Moreover, student expectations are a factor that
explains the lack of effort made to understand the assessment
process: assessment is considered to be solely the teacher’s
responsibility. It is worth noting that established pedagogical
norms at the University of Bejaia do not encourage the develop-
ment of self-assessment as writing is still taught and assessed in
a traditional way. The syllabus and teaching methods represent
one of the major challenges for the successful implementation
of self-assessment.
Conclusion
Drawing on these results, this chapter highlights the need to
integrate self-assessment into EFL classroom practices. Self-
-assessment can be implemented in EFL writing classrooms by:
• Reconsidering the syllabus of EFL writing

• Integrating self-assessment into EFL writing instruction
97
• Raising both teachers’ and students’ awareness of the

importance of engaging students in the process of asses-
sment
• Training and providing support in developing the skills
necessary for accurate self-assessment
• Adopting models of self-assessment suggested in the li-
terature
• Providing students with constructive feedback
• Using reflective journals as a tool to identify students’
attitudes, needs and expectations
This chapter shows how students demonstrated poor accuracy

in their self-assessments even after receiving feedback. Never-
theless, the study was limited by sample size and restricted time
period, so further research is necessary to provide more general-
izable results.
References
Gardner, D. (2000). Self-assessment for autonomous language lear-
ners. Links & Letters, 7, 49-60.
Oshima, A., & Hogue, A. (2007). Introduction to academic writing
(3rd ed.). White Plains, NY: Pearson Education.
Panadero, E., & Alonso-Tapia, J. (2013). Self-assessment: Theo-
retical and practical connotations: When it happens, how
it is acquired, and what to do to develop it in our studen-
ts. Electronic Journal of Research in Educational Psychology,
11(2), 551-576.
Pierce, L. V. (1999). Preparing independent learners: The role of
self-assessment. Revista Canaria de Estudios Ingleses, 38, 127-137.
98
An ethnographic study of the linguistic

practices of newly arrived migrant
children in a Cypriot primary school
Alexandra Georgiou
Introduction
Over the last four years, Cyprus has experienced a new wave of
migration. This tendency is closely associated with conflicts
in the Middle East, poverty and persecution. Newly arrived mi-
grant (NAM) children are often marginalized and struggle to
learn the new language not only because of linguistic differenc-
es but also because of the difficulties of their life journeys. Draw-
ing on concepts from the sociocultural theory of learning (SCT)
(Vygotksy, 1987), this chapter presents and discusses some of
the good practices that children and their teachers developed so
as to learn the new language (Greek) and become members of the
school community. Even though it does not deal with English,
this chapter discusses an increasingly common and extremely
important phenomenon: the language learning and teaching
of newly-arrived children with a different home language from
that of their host country.
Taking a sociocultural approach to language learning

According to SCT, ‘all human-made objects are artifacts’ (Swain,
Kinnear, & Steinman, 2010, p.2). Vygotsky (1978) referred to the
social element of learning, which occurs through interaction
and, specifically, when assistance is given. In a learning group,
every child can offer his/her expertise and help construct each
other’s knowledge. Therefore considering language not only
as a bounded system but also as a tool that has a social purpose
99
provides a useful framework to approach language learning. The

social purpose of language is not only the achievement of com-
munication but also the understanding of its linguistic con-
structions (Ochs, 1996), which eventually will lead to language
awareness. This chapter interprets language learning as a social-
ly constructed activity as it focuses on children working collab-
oratively.
Methodology
My study is located within the qualitative approach as it allows
me to interpret my participants’ lived experiences and practices
in a classroom setting (Hammersley, 1990). The research tools
used to collect data were: participant observations, field notes,
interviews (with majority-minority children, two teachers, one
head teacher, three asylum centre administrators and two school
translators), classroom recordings, and collection of artifacts
(samples of student work, pictures of them interacting with each
other or producing materials, school records, and textbooks).
Context
The study focuses on two classes (Year 5 and Year 6, totalling 30
children aged 10-11,) including seven NAM children. The school
was located on the outskirts of a Cypriot town where most of the
children were monolingual in Greek. Due to this fact, the teach-
ers reported behavioural problems between the Greek-Cypriot
children (GC) and NAM children and the need to create appro-
priate conditions to develop trust and understanding among the
children. This represented a sacrifice of part of their teaching
hours to allocate periods during which the NAM children had
the opportunity to share their life experiences and discuss with
their classmates what brought them to Cyprus.
At the moment, the NAM children reside at the Asylum Re-
ception Centre, which is near the school where the research was
conducted. Some of them live with one parent as the other may
not be alive or is in another country. Table 1 summarises the chil-
100
dren’s linguistic and cultural characteristics and some family in-

formation.
Table 1. NAM children: Biographical data of NAM as Greek language learners
Name Years in Education Country School Age Religion Language(s) used

Cypriot in home – home year with peers and
school country language teachers
Ayuf 1 year, 5 yes Somalia 5 10 Muslim Greek, Cypriot,

months - Arabic Arabic, English
Mahan 1 year, 5 no Yemen 5 10 Muslim Greek, Cypriot,

Mahmut 4 months yes Iran 5 10 Muslim & Greek, Cypriot,

- Farsi Christian Farsi, English,
Arabic
Nama 1 year, 5 yes Somalia 6 11 Muslim Greek, Cypriot,

Maya 4 months interrupted Iraq 6 12 Muslim Greek, Cypriot,

- Arabic Arabic, English
Taraf 4 months yes Syria 6 11 Christian Greek, Cypriot,

Amin 4 years interrupted Egypt 6 12 Christian Greek, Cypriot,

A thematic analysis of the data suggested some good practices

that I believe to be important in terms of language learning, pre-
sented in the following section.
Results
Children’s practices
1. Codeswitching
The first good practice was codeswitching, which is the use of
more than one language in order to communicate. Based on
my audio recordings and field notes, the NAM children were
switching from Arabic to Greek or vice versa, whenever they
felt that one linguistic code was insufficient to communicate
their meaning. In an audio recording, Taraf and Maya switched
between Arabic and Greek to solve a math task and to understand
101
the meaning of a word (equals-ίσον). The alternation between

the two languages was useful for the development of their
vocabulary.
2. Assistance from more expert others

Another good practice that seemed to support children’s language
learning was the fact that the more knowledgeable children – in
this case the GC children – were assisting NAM children by guid-
ing them in their tasks or explaining the language forms to them.
In one entry in my field notes, I observed that the teacher gave the
children their reading homework but Maya did not seem to under-
stand what she had to read at home. Marianna (GC) realised this
and circled the specific passage for Maya. She also explained the
meaning of some Greek words to her by drawing pictures.
Teachers’ practices
1. Making children’s languages visible
The two teachers were very sensitive to valuing children’s
languages and trying to make them visible. One practice was
allowing children to use their home languages during lessons
and encouraging them to give answers in their own language
when they could not express themselves in Greek. Another
practice consisted of classroom displays representing the class’s
linguistic plurality. Children’s work was illustrated in both Greek
and Arabic and every sign was also presented in both languages.
2. Valuing children’s cultures

Teachers used children’s traditional myths and stories translated
into Greek in order to learn about these children’s background
but also to teach the target language (Greek). Furthermore, some
of the children’s mothers were invited to the school to cook
with the children and share their cuisine. Learning the names
of, for example, herbs, in both languages was an indicator that
children were not only learning about a new culture but were
also developing their linguistic awareness.
102
Conclusion
Examining how a group of refugee children tries to make sense of
a new language and participate in a new classroom community
creates opportunities for further discussions on how the prima-
ry sector in one European country (Cyprus) is coping with this.
This study should prove to be of particular importance when
it comes to teaching implications for the language learning of
marginalized groups of people. One such teaching implication is
the incorporation of minority children’s languages and cultures
into the school curriculum. Allowing children to make their voi-
ces heard will also foster the learning of their target language as,
according to Cummins (1981), children that are empowered by
their school experiences succeed academically. Presenting some
of the findings of this empirical research from a sociocultural
point of view contributes to an understanding of how meaning-
ful interactions and perhaps language learning take place under
such specific conditions.
References
Cummins, J. (1981). Empirical and theoretical underpinnings of
bilingual education. Journal of Education, 163(1), 16-29.
Hammersley, M. (1990). Classroom ethnography. Milton Keynes:
Open University Press.
Ochs, E. (1996). Linguistic resources for socializing humanity.
Swain, M., Kinnear, P., & Steinman, L. (2010). Sociocultural theory
in second language education: An introduction through nar-
ratives. Bristol: Multilingual Matters.
Vygotsky, L. S. (1978). Mind in society: The development of higher
psychological processes. Cambridge, MA: Harvard Universi-
ty Press.
103
The facilitative role of reflective

approaches to developing interactional
competence in EFL contexts
Seiko Harumi
Introduction
My ELTRIA presentation reported on the research findings from
an action research project in a Japanese EFL context focussing
on the use of classroom talk by Japanese EFL learners. While the
issue of learner reticence in Asian EFL contexts has been widely
discussed over the past few decades (King, 2013), effective practi-
cal pedagogical approaches to raising learners’ awareness of in-
teractional features of spoken discourse are under-investigated.
The project focussed on ways Japanese EFL learners can increa-
se their awareness of interactional features such as phonologi-
cal and prosodic aspects of the L2 through a reflective approach
(Goh & Burns, 2012) by participating in a 12-week speaking class.
Classroom talk and a learner-centred reflective approach

Japanese EFL learners’ passivity in oral interaction has fre-
quently been observed and causes stem from multiple factors,
such as linguistic, psychological and interactional problems
(Harumi, 2011). In particular, learners’ unwillingness to com-
municate and their lack of confidence in L2 speech have been
highlighted (Yashima, 2002). Nevertheless, there is a lack of em-
pirical studies exploring ways to facilitate learners’ active oral
interaction through learner-centred approaches. Jenkins (2002)
addresses this issue by asserting the importance of listening to
learners’ needs as expressed in their own words. In parallel, Goh
and Burns (2012) specify channels of communication which are
105
often absent in speaking activities and claim that ‘learners are

often not encouraged to self-regulate their learning by planning,
monitoring and evaluating their own performances’ (p. 3). They
also state that ‘There were also few opportunities for them to de-
velop greater knowledge about themselves as second language
speakers’ (Goh & Burns, 2012, p. 3). As a possible approach to fa-
cilitate spoken interaction, this exploratory study aimed to crea-
te opportunities for learners to be more critically aware of L2 in-
teractional features and responsible for their own study. Thus,
learner-centred reflective approaches (Goh & Burns, 2012) were
adopted, giving learners opportunities to interact with their
own discourse through self-analysis of their recorded L2 speech.
The study
The participants were 85 Japanese learners of English, 52 fe-
males and 33 males, enrolled on a tertiary oral communication
class, whose proficiency level was equivalent to B1-B2 in the
CEFR. This study was also designed to promote learner auto-
nomy in the development of speaking skills and proposed a lear-
ner-centred approach to producing a syllabus for a full academic
year. The study aimed to elicit learners’ perceptions of their own
L2 speech and also to sensitise them to L2 interactional features.
For this, ‘planning a unit of work using seven stages of the tea-
ching-speaking cycle’ (Goh & Burns, 2012, p. 64) was adopted as
a main framework. The elements included in this speaking cycle
were: (1) focus learners’ attention on speaking; (2) give input and
guide planning; (3) conduct speaking tasks; (4) focus on language
skills and strategies; (5) repeat speaking tasks; (6) direct learners’
reflection on learning; and (7) facilitate feedback on learning.
In order to include these elements, this study incorporated
initial self-evaluation of learners’ own speech. The question-
naire asked learners to self-analyse their specific needs for im-
provement and what they felt they were good at in L2 speech
after a three-hour introductory session on phonological and
interactional elements in the L2. The key features introduced
106
were the overall sound system, along with British phonemic

symbols, connected speech, intonation, rhythm and sentence
stress, and frequently used key words that appear in the course
book, New Headway Pronunciation (Bowler, Cunningham, Moor,
& Parminter, 2002). This introductory session aimed to make
learners understand the fundamental L2 interactional features
and support their reflections on their own speech. After this ini-
tial stage, they were given a weekly task to prepare a one-minute
talk on a broad common topic and then analyse their self-recor-
ded speech, taking interactional features learnt in class into ac-
count. Next, they shared their prepared talks in a small weekly
group session. The self-recorded audio data was submitted twi-
ce during the term, along with self-analysis sheets given to lear-
ners which had check points for three broad areas of L2 speech,
based on the results of the initial self-assessments: sound level,
prosodic features, and confidence in expressing ideas. The stu-
dy consequently examined how the learners’ speaking skills and
interactional features learnt in class improved over the 12 weeks.
Findings
Findings at the initial stage of this study suggested that students
were more critically aware of their difficulties at the segmental
level, specifically in the production of sounds such as /l/, /r/, /Ɵ/,
/ɚ/, /ӕ/, /ə/ and /w/ rather than in suprasegmental areas such as
intonation and rhythm. Their responses also showed that they
were aware of various aspects of L2 speech difficulties, including
their L1-influenced use of vowel-stretches at word-endings, the
use of linking words, pitch, and lack of confidence. This sugges-
ts that their specific observations have the potential to be more
fully incorporated into actual practice, particularly in syllabus
design and more focused classroom activities.
Over the 12 weeks, learners’ focus and awareness of their L2
speech shifted from the level of sound to more prosodic featu-
res of speech such as flow and rhythm of talk, and in particular
the use of pauses to improve fluency. They also identified speci-
107
fic sounds (/l/, /r/, /Ɵ/, /ɚ/) which still demand further training in
extended and spontaneous spoken interaction. Overall, learners’
confidence levels in speech were raised and their analytical skills
improved. The majority (82.5%) of students found this learning
experience involving self-reflective approaches constructive.
One particular student mentioned the positive experience of in-
teracting with her own L2 discourse rather than just by exposure
to descriptions of its use, and that raising awareness of phono-
logical features helped her gain phonological and interactional
knowledge. If only for a very short time, learners’ continuous
involvement in analysis of their own spoken discourse appears
to have raised their awareness of their pronunciation and more
prosodic aspects of L2 speech and also of the difficulty of mas-
tering these prosodic features. This should therefore serve as
an incentive for them to proceed to the subsequent steps of the
speaking-cycle framework outlined above.
Pedagogical implications
This project was valuable as action research since it provided
good opportunities for learners, and also for the teacher, to see
how much learners are aware of their own classroom talk as well
as the kind of elements of spoken discourse which can be practi-
ced both within and outside the classroom. Above all, learners’
overall awareness of L2 spoken discourse and their speaking
skills were partially improved. Although this implies that it is
difficult for learners to attain competence in prosodic features
over short periods of time, their awareness of the importance
of these features in speaking was raised. In the ELTRIA talk, we
shared some ideas about the existence of ‘groupism’ among Ja-
panese EFL learners in which group dynamics within particular
educational contexts can possibly affect their confidence, in-
teractional style and degree of oral participation within a class.
This cultural and contextual aspect needs to be carefully taken
into account and further examined when individual students’
reflections on their own speech are brought into the classroom,
108
along with ways they can put their reflections into use when in-
teracting with their peers. Following the effects of long-term
classroom practice within different contexts and research into
gaining competence in prosodic features in spoken discourse
would provide further insights.
References
Bowler, B., Cunningham, S., Moor, P., & Parminter, S. (2002).
New headway pronunciation: Pre-intermediate. Oxford: Ox-
ford University Press.
Goh, C., & Burns, A. (2012). Teaching speaking. Cambridge: Cam-
bridge University Press.
Harumi, S. (2011). Classroom silence: Voices from Japanese EFL
learners. ELT Journal, 65(3), 260-269.
King, J. (2013). Silence in the second language classroom. Basings-
toke: Palgrave Macmillan.
Jenkins, J. (2002). A sociolinguistically based, empirically resear-
ched pronunciation syllabus for English as an internatio-
nal language. Applied Linguistics, 23(1), 83-103.
Yashima, T. (2002). Willingness to communicate in a second lan-
guage class: The Japanese EFL context. The Modern Lan-
guage Journal, 86(1), 54-66.
109
ADAPS: A resource for solving the

challenge of locating, preparing,
displaying, and reusing academic
reading texts for learners
Ralph L. Rose
Introduction
Authentic texts have been argued to be necessary in academic
reading skills development (cf. Gilmore, 2011). This poses seve-
ral problems for teachers. Locating suitable or timely texts may
be challenging. Once a suitable text is found, analyzing it with
respect to established linguistic theory and preparing it for pe-
dagogical presentation is time-consuming. Finally, once pre-
pared, the texts may be unable to be shared widely because of
licensing restrictions on the source texts and thus they cannot
be easily reused.
This chapter describes a resource that is designed to address
these issues. The resource depends on well-established resear-
ch on vocabulary (Coxhead, 2000; West, 1953) and text structure
(Wolf & Gibson, 2005). Furthermore, it is designed to take advan-
tage of text highlighting, which benefits learners in numerous
ways (Chun & Plass, 1997): It increases incidental learning of vo-
cabulary, text comprehension, and engagement time with text.
How does ADAPS work?

The resource is called ADAPS (Academic Document Annotation
and Presentation Schema) and incorporates a schema for the an-
notation of various linguistic features of academic texts as well
as the capability to customize the display of these features via hi-
ghlighting of the relevant linguistic features. The schema is defi-
ned in XML—a widely-used markup language—for the document
111
definition and description. The display capability is dependent

on a JavaScript library and stylesheets for interactive visual pre-
sentation of documents.
Selected academic reading texts are manually annotated
using the schema to indicate the status of General Service List
vocabulary (GSL: West, 1953) and Academic Word List vocabu-
lary (AWL: Coxhead, 2000), technical terms and their associated
in-text definitions, anaphoric relations, as well as logical con-
nections (following the logical connector hierarchy defined in
Wolf & Gibson, 2005). Once processed, the XML text for a given
article might look as shown in Figure 1.
Figure 1. Sample XML annotation for an academic text
This document definition can then be processed by ADAPS

scripts to transform it into a html-formatted web page which
can display the linguistic features of the text interactively. This is
illustrated in Figure 2, where the top row of buttons corresponds
to various linguistic features. Each button may be toggled as
desired to highlight the respective features in color.
112
Figure 2. Sample display of ADAPS-processed article with no highlighting
Alternatively, if desired, all of the features may be enabled at

once, by clicking ‘All on’. This is illustrated in Figure 3.
Figure 3. Sample display of ADAPS-processed article with all linguistic

features highlighted (‘All on’)
When linguistic features are highlighted, certain additional

functions are possible. For example, when academic vocabulary
is highlighted, moving the mouse cursor over a word will enab-
113
le a pop-up containing the definition of the word. For abbrevia-

tions or technical terms, the pop-up indicates what the in-text
definition of that item is. Finally, for connectors, the pop-up
shows which two sentences in the text are being connected along
with the connector’s category (e.g. similarity, cause, temporal
sequence; as defined in Wolf & Gibson, 2005).
Admittedly, this display schema removes texts from their ori-
ginal display contexts and arguably makes them semi-authentic.
But the primary purpose of ADAPS is not to present authentic
texts, per se, but rather to ease the presentation (and hence lear-
ner noticing) of the linguistic features of authentic source texts.
In any case, the authentic text is just one click away via the cita-
tion at the bottom of each text.
Using ADAPS
ADAPS has been released in a beta form and comprises a selection
of 96 texts (32,433 words total), mostly from STEM-related fields.
This includes 22,804 GSL-1 tokens, 1,722 GSL-2 tokens, and 6,146
AWL tokens. It also includes 140 technical terms, 44 abbrevia-
tions, 700 logical connectors (representing all 11 categories defi-
ned by Wolf & Gibson, 2005), and 1,204 anaphors. All of the texts
are selected from open licence sources (e.g. Wikipedia, PLoSONE,
OpenStax College), so they are freely accessible to anyone over the
Internet. Furthermore, because the texts are all open licence tex-
ts, they may be freely reproduced by teachers as well as learners.
Several possibilities for use are envisioned. Some of these uses
are possible even when there is minimal or no computer access
in the classroom. For example, a teacher may customize the dis-
play of the text as desired for their lesson and then print copies
for all the students. Or, the teacher may display a text on a screen
during a lesson and highlight different features as desired throu-
ghout the lesson. Alternatively, learners may be encouraged to
access the texts on their own and practise reading with them, hi-
ghlighting features as desired to deepen their comprehension of
the text and awareness of various features.
114
Future developments
While the texts which have been annotated with ADAPS are
freely available for use and download (https://fildpauz.github.
io/adaps), further improvements are planned. The display fea-
tures are fully compatible with desktop computer systems, but
are not fully implemented for mobile devices. Therefore, futu-
re plans include improving this compatibility. In addition more
texts will be added to the current list. But teachers may create
their own documents via manual annotation by checking the
instructions at the GitHub project site (https://github.com/fil-
dpauz/adaps).
Other plans include the creation of index pages that link to
specific features across various texts so that certain linguistic
features can be navigated more easily. Also, there are plans to
carry out some effectiveness research to investigate how ADAPS
may have its best impact for teachers and learners. Initially, it
is necessary to confirm that attested benefits of highlighting—
increased vocabulary learning, text comprehension, and
engagement time—are realized. Further, teachers should be
surveyed to gauge their perception of whether ADAPS eases their
text preparation responsibilities.
Conclusion
To sum up, ADAPS solves certain problems for teachers with
authentic texts as follows. Rather than face the burden of loca-
ting texts, the texts are preselected to suit pedagogical purposes;
that is, to exemplify various features. Rather than face the bur-
den of preparing texts, the linguistic analyses and annotation
have already been completed, following established research on
vocabulary and logical text structure. Instead of taking time to
prepare texts for display, a flexible, dynamic, and customizable
presentation system already exists which depends on research
on text-highlighting. Finally, to enable the reuse and free distri-
bution of texts, only open licence texts have been selected.
115
References
Chun, D. M., & Plass, J. L. (1997). Research on text comprehen-
sion in multimedia environments. Language Learning and
Technology, 1(1), 60-81.
Coxhead, A. (2000). A new academic word list. TESOL Quarterly,
34(2), 213-238.
Gilmore, A. (2011). ‘I prefer not text’: Developing Japanese lear-
ners’ communicative competence with authentic mate-
rials. Language Learning, 61(3), 786-819.
West, M. (1953). A general service list of English words. London:
Longman.
Wolf, F., & Gibson, E. (2005). Representing discourse coherence:
A corpus-based analysis. Computational Linguistics, 31(2),
249-287.
116
Exploring how language is used in

specialized discourse: Pedagogical
and practical applications in the ESP
classroom
Jean Marguerite Jimenez
and Ida Ruffolo
Introduction
The increasing concern for protecting the environment has led
hotels to disclose their sustainability policies on their websites
to promote their green responsibility ( Jones, Hillier, & Comfort,
2014). Corpus-based research has been conducted to examine
how the language used to present information on sustainability
attempts to raise tourists’ ecological awareness (Ruffolo, 2015)
through the use of a specific discourse (Frandsen & Johansen,
2001). Understanding how environmental reports are perceived
by potential customers can provide practical implications for
current and future operators of the field.
In the ESP classroom, the use of corpus-based discourse
analysis can offer learners new opportunities to discover langua-
ge-related issues of particular interest to them (Bárcena, Read, &
Arus, 2013) through activities created to explore how language
is used to express different meanings in specialized discourse.
This chapter illustrates an example that can easily be adapted to
other ESP contexts.
Study aims
The aim of this didactic activity was to enhance students’ language
awareness and critical thinking skills by investigating the langua-
ge adopted by hoteliers when expressing environmental concern
and understand how the intended message is perceived by readers
with different academic backgrounds. Two groups of students,
117
specifically Business and Tourism graduate students attending

ESP courses, were asked to carry out the same activity. The studen-
ts’ proficiency level ranged from B1 to C1 and the mean age was 22.
Method
Corpus linguistics was introduced on a theoretical and practi-
cal level, followed by a discussion of the text genre the studen-
ts would be examining. Authentic examples of texts that focus
on sustainable discourse were provided before moving onto
the hands-on sessions during which the students analyzed the
UK Green Hotel Corpus. This corpus, previously compiled by the
teachers, includes websites of hotels located in the UK that have
been awarded the Green Tourism Scheme label. It consists of a
total of 34 files (40,355 tokens), compiled by including the websi-
te homepage plus sections on environmental sustainability.
Both the corpus and the concordancing program AntConc,
user-friendly free downloadable software, were uploaded onto
the computers in the laboratory. Students had to perform tasks
involving both quantitative and qualitative analysis:
• create a wordlist, disregarding function words and proper

names and focusing only on content words;
• create concordance lines (i.e. lines taken from the corpus);
• reflect on the use of pronouns;
• identify linguistic elements used;
• examine semantic categories;
• investigate the collocates of selected keywords;
• carry out a qualitative analysis.
Results
After learners familiarized themselves with the texts by creating
a wordlist and concordance lines, the focus shifted specifically
to pronouns, which are particularly important for ‘ego-targe-
ting’. The large majority chose to analyze we/our. Over half of
them believed that the writers used these pronouns to empha-
118
size what the hotels are doing for the environment and for their
guests’ well-being (exclusive we), while roughly a third believed
that we/our was inclusive, i.e. used to involve the reader. Finally,
for a small group of students we/our simply served the purpose of
attracting tourists (sustainability as a marketing strategy).
The next step involved identifying the most prevalent linguis-
tic elements and explaining the writer’s purpose for using these
categories. There were interesting differences and similarities
between the two groups. For Tourism students, adjectives hi-
ghlighted the advantages of using natural resources, nouns were
used to inform and raise awareness on sustainability, and verbs
were aimed at emphasizing the hotels’ intentions to preserve
the environment. Business students, instead, felt that adjec-
tives reflected the customer’s role, nouns expressed the hotels’
determination to reduce their environmental impact, and verbs
were proof of the hotels’ sustainable actions.
The students then identified the semantic categories preva-
lent in the corpus (Table 1), providing extracts from the corpus
to support their answers, e.g. ‘We use fantastic local produce and
support many small artisan producers’ (promoting local life); ‘we
create rather than consume’ (minimizing waste). One student ob-
served: ‘The writers try to underline the most important aspects of
the territory where the hotel is located, the most important activities
aimed at improving the local environment or providing a social be-
nefit to people living in the area.’
Table 1. Semantic categories (adapted from the Green Tourism Scheme)

Tourism Business
Promoting local life 70% 67%
Encouraging the use of public transport 19% 2%
Minimizing waste 63% 26%
Being efficient 44% 7%
Giving something back 15% --
Winners of environmental awards 22% 16%
Other (economic interests) -- 2%
119
The collocational analysis was conducted by focusing on the

word environment and examining the top ten content collocates
(Table 2). Based on the list of collocates, students were asked to
reflect on the idea that these hotels are trying to transmit, su-
pporting their answers with examples from the corpus. Both
groups found that the writers used nouns such as responsibility
and impact, as well as future to underline the actions undertaken
for the environment. They also had the impression that the wri-
ters wanted readers to focus on the hotels’ commitments in pro-
tecting and preserving the environment for future generations.
Moreover, overall, students believed that the hotels’ intention
is to show that they are respecting the local environment and
producing social and local benefits. To further personalize their
analysis, students could choose other keywords and create a list
of collocates for each of them.
Table 2. Content collocates of environment

Frequency Collocate1
18 Impact
12 We
15 Our
10 Local
8 Natural
5 Award*
5 Responsibilit*
4 Future
4 Hotel*
4 Provid*
Their last task was to summarize the message that these hotels
are trying to promote. Students were encouraged to consider
whether they had been engaged as readers and whether the writ-
ers had convinced them, again using corpus extracts to support
their answers. Table 3 summarizes their conclusions.
1 The base form of a word followed by an asterisk includes all words beginning with that
base form.
120
Table 3. Message conveyed and reader’s role

Tourism Business
Promoting Readers have an active role.
52% 51%
themselves by Message credible.
focusing on
environmental Readers have a passive role.
Message credible. --- 14%
protection
Promoting quality of Readers have an active role.

11% 5%
their services Message credible.
Readers have an active role.

Message of sustainability 7% --
Hotel promotion not credible.
Readers have a passive role.

Message of sustainability 18% 18%
not credible.
No answer 11% 12%
Here are two examples of the students’ comments:
I trust them because they are trying to highlight the impor-

tance of preserving the local natural environment, their
commitments…showing some concrete actions. The reader
feels directly involved in what the writers are talking about.
(Tourism)
They focus on sustainable and economic aspects, but there

is too much repetition of the term sustainability so feels like
brainwashing. The reader is passive, he is invited to follow the
hotel’s sustainability policies with no active participation in
decision-making. (Business)
Conclusion
This activity proved to be useful in facilitating the learners’ pro-
cess of search and discovery, as well as stimulating discussion
within their field of interest. In fact, the students agreed that
the corpus tools helped them understand the underlying dis-
121
course and encouraged them to use a critical approach to the

reading of texts.
It seems that different academic backgrounds influenced how
students approached the texts. The Tourism students had a wi-
der perspective and explored a greater range of words, probably
because they were more familiar with sustainability. The Busi-
ness students, instead, chose mostly economic-oriented terms
when asked to further investigate the corpus. Overall, however,
there were no noticeable differences in the message perceived
by the two groups, although there was disagreement among stu-
dents on the credibility of the message.
Students found that the hotels attempt to create a positive
image as ecologically responsible companies, focusing on mi-
nimizing waste and promoting local life. However, they believe
that the hotels need to improve the language used. In some cases,
the promoters rely on the label without providing enough infor-
mation, which, in the students’ view, is the same as not provi-
ding potential customers with any information at all.
References
Bárcena, E., Read, T., & Arus, J. (2013). Languages for specific pur-
poses in the digital era. Cham: Springer.
Frandsen, F., & Johansen, W. (2001). The rhetoric of green hotels.
Hermes: Journal of Language and Communication in Busi-
ness, 27, 55-83.
Jones, P., Hillier, D., & Comfort, D. (2014). Sustainability in the
global hotel industry. International Journal of Contempo-
rary Hospitality Management, 26(1), 5-17.
Ruffolo, I. (2015). The greening of hotels in the UK and Italy: A
cross-cultural study of the promotion of environmental
sustainability of comparable corpora of hotel websites.
Procedia: Social and Behavioral Sciences, 198, 397-408.
UK green hotel corpus. Retrieved from http://www.green-tou-
rism.com/live-green/
122
Further For more information about The International
Association of Teachers of English as a Foreign
information Language (IATEFL), the benefits of member-
ship and how to join, please consult the website:
https://www.iatefl.org/
The IATEFL Research Special Interest Group

(ReSIG) offers resources and opportunities to
members and non-members, including useful
links, video recordings and free downloadable
publications. To learn more about ReSIG, follow
this link: http://resig.weebly.com/
Information about past and future editions

of the ELTRIA conference is available here:
http://www.eim.ub.edu/eltria/index_en.php

ELT RESEARCH IN ACTION: Bridging the Gap
between Research and Classroom Practice
This book is based on the ELT Research in Action

Conference (ELTRIA). Organised by the Escola d’Idiomes
Moderns (School of Modern Languages) at the University
of Barcelona, the conference took place on the 21-22
April, 2017 and included more than 40 talks and plenaries
by presenters from over twenty different countries. The
ELTRIA conference was aimed at teachers wishing to be
more actively engaged with research in ELT and provided
an opportunity for researchers and practitioners to come
together to share experiences and common goals.
This volume is a collection of chapters that summarise

and reflect on a selection of the ELTRIA presentations.
Divided into three sections, it provides an overview of
some of the current debates in the research-practice
divide, reviews projects that translate theory into classroom
practice, and summarises research that addresses practical
classroom issues at grassroots level. The book is relevant
to teachers and researchers alike and aims to contribute to
bridging the gap between research and practice in ELT.

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Bridging the Gap

between Research and

Preface by Zoltán Dörnyei

Copyright for whole publication

IATEFL retains the right to reproduce part or all of

Edited by Jessica Mackay, Marilisa Birello

Section 1 25 Writing methodological texts: A view from the bridge

Section 2 43 A space to write in: Process and principles in deriving practice

Section 3 83 Demotivation and dropout: Why do learners ‘give up’ on English?

research can be understood in several different ways, but at

Bullock, Dr Elisabet Comelles, Dr Natalia Fullana, Dr Roger Gi-

Jessica Mackay, Marilisa Birello and Daniel Xerri

Ouacila AIT ELJOUDI Stephen Scott BREWER Barcelona, where he

Jill HADFIELD include L2 classroom guistics from the Uni-

in this introduction, I attempt to summarise the origins and

The research-practice divide

As these debates will attest, there are a number of justifica-

The first ELTRIA conference was an opportunity to bring to-

Organisation of the book

Research into practice: Relating, testing and applying theories in

Practice into research: Exploring practical issues and questions in

vations in an Algerian EFL context: Katia Berbar discusses how

Crookes, G. (1998). On the relationship between second and for-

Reflection and debate on the issues that

Writing methodological texts: A view

Harwood (2014) comments that ‘very little research has been

order to promote their own particular agendas – which, in the

1. How did you get into writing methodology texts?

In describing how they became writers of methodology texts,

Teachers need to ground their teaching in research-based

And, on the other:

I’ve never found much formal “research” very helpful to my

Rather than relying on research, therefore, JS maintains that ‘I

In response to the question as to how these writers keep

On the question of ‘having an agenda’, only JS expresses an

I think there is a valid place for practical manuals for teach-

No, I don’t think this worries me. Research which is very

Finally, when asked to what they attribute their success, one

that they have a distinctive ‘voice’. For example: ‘I avoid lan-

Although applied linguistics, research in second language

However, as Freeman (1996) also argues, ‘it may be that the

otherwise talk about amongst themselves could serve to mediate

Developing as an action researcher:

One of my first experiences with English language teaching was

elementary school, this kind of research seemed to ‘take’ from

I have found that my research frequently involves both con-

Practitioner researchers need to be analysts and critical

stand and explain what is happening, but the approach is

Action researchers introduce change-action based on under-

Theory, theories and practice in ELT:

Debates and concerns surrounding the relationship between

as two different paintings of the language learning ex-

them in our teaching (Elbow, 2008). In addition to helping us

Relating, testing and applying theories

A space to write in: Process and

• Ideal L2 Self – if the person we would like to become

Most prominence in the theory was given to the construction of a

• Creating the vision: forming a self-image of the Ideal

The design process