In this article, Jiang, Kalyuga and Sweller (2018) present their study into the ‘expertise reversal effect’ regarding the training of listening skills. This effect means that “instruction that is effective for novice learners is ineffective or even counterproductive for more expert learners.”
Language Learning Social Network Sites (LLSNS) combine tutorial software and opportunities to interact with others in order to improve one’s foreign language competence. However, details on how learners use these platforms and what they learn from them are rarely found in the research literature. This survey study by Chin-Hsi, Warschauer and Blake (2016) investigated learners’ attitudes towards, usage of, and progress made on Livemocha, a popular LLSNS. The results show the potential of these sites for language learning, but also some key questions that need to be answered before LLSNS-use can bring about real success.
In this article, Marsden and Kasprowicz report on two studies which they use to highlight how limited educators’ exposure to primary research is, why this might be, and how teacher trainers and other interfaces can help.
Flipped learning has become a popular tool to increase student agency over learning and to create variety in the ways that students can engage with educational content. Recently, there has been some question about how students respond to flipped learning and whether or not it is effective in achieving educational goals. This article seeks to address that gap.
Flipped learning, along with other student-centered pedagogies, have received increased attention in TESOL. This article extends current disciplinary understandings about flipped learning by localizing advances from outside TESOL to English language teaching.
