Yeldham and Gruba (2013) argue that bottom-up strategy instruction is not enough; there is a need to develop an interaction between bottom-up and top-down processes in order to progress.
Nurmukhamedov (2017) looked at the lexical coverage of TED Talks in order to understand how much vocabulary a person needs to know to understand these presentations, and whether the disciplinary topic changes that number.
Marshall and Walsh Marr (2018) investigated faculty perceptions of teaching multilingual students in writing-intensive classrooms. They found that most instructors view students in binary terms, which may negatively influence the pedagogical methods they employ in classrooms where typical binary categorizations are often blurred.
This article looks at a content-linked ESL program and how its short- and long-term impacts on language and academic success.
Swan (2017) argues that ELF is nothing new, that ELF is not necessarily an expression of ownership or personal expression, and that targetlikeness may be a more appropriate focus when concerning pedagogy.
Saito (2012) shine some light on the question of whether pronunciation instruction is effective through a research synthesis, finding an overall positive effect of pronunciation intervention with a number of considerations for the classroom.
Last week, I wrote about the ambiguity of research on written corrective feedback (WCF), with some scholars arguing it works…
This article is Part I in a two-part series on error correction. It looks at the lack of evidence that proves written corrective feedback’s effectiveness and why that may be so.
This post explores cognitive load theory and its relevance for education in general and language education in particular.
Critical thinking is one of those key skills that all disciplines, ELT included, have been trying to implement in their…