action research

Article for Modern English Teacher: using Quizlet in teen classes

Here’s my article for the latest Modern English Teacher, April 2018. I did a bit of action research on using Quizlet in class, which I mentioned before in this post. Sorry about the graphs, Scribd makes them look a bit funny. The research was part of a Masters module in tech-assisted language learning through NILE ELT.

This article is copyright Pavilion Publishing.

You can find some tips for writing for ELT magazines in my post here.

My TEFL articles

I’ve just uploaded a few of my articles to Scribd. Hopefully I’ll have more to add in the future… Click here for advice on writing for ELT magazines.

Here’s an article I wrote in July 2015 for ETp on error correction. It’s based on a series of observations I undertook for a DipTESOL assignment.

ETp again, November 2015. This was based on my independent research project for the DipTESOL. I designed my own supplementary materials based around various Google products.

ETp, May 2016. An article about my blog. Might be useful if you’re thinking of setting up your own ELT blog.

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The role of research in TEFL

I’ve been thinking about the role of research in TEFL recently. This was prompted by Dr Paula Rebolledo’s closing plenary on Day 2 of the Teaching for Success online conference, titled ‘How could research inform EFL practice?’ You can watch it here. The talk reminded me of a few things I’ve read by Penny Ur, including this Guardian article in which she questions whether research is directly relevant to pedagogical issues.

Here’s a summary of points made in Paula’s plenary (I hope she doesn’t mind this blow by blow account but it was a really engaging talk):

  • According to her poll, most attendees felt that experience informed their decision making above research (and other resources)
robolledo-jpg

poll from talk by Dr. Paula Rebolledo

  • Research is often inaccessible to teachers (i.e. restricted access journals, costly, etc)
  • A lot of research is incomprehensible – it’s full of jargon and there are different discourses used among researchers and academics compared with teachers
  • Research findings aren’t always relevant to teachers (mentioned by Ur and others)
  • Teachers have different routes to research – engagement WITH research (i.e. reading it) or engagement IN research (doing it). NB: on the latter point – big up our Quircle!
  • Some authors (e.g. Ellis, Ur) have suggested that ‘mediators’ may be useful in helping teachers access, understand and facilitate teacher engagement in research
  • Huw Jarvis did a bit of self-promo in the chat box saying he was such a mediator. His site looks interesting
  • There could be a power imbalance between teachers and researchers. Teachers are seen as being on the receiving end of knowledge. We should rethink this. Perhaps researchers need to better understand teaching, as many may have been out of the classroom for a long time and more used to observing
  • Teachers may benefit from undertaking research or working with researchers in many ways, like these:
talk2

slide from the talk by Dr Paula Rebolledo

  • The idea of ‘teacher as researcher’ needs to be a ‘bottom up, teacher-led enterprise’
  • There are practical issues for teachers engaging in research – lack of time, the need for support from schools and society as a whole, etc.

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