Skip to main content

ELT Research Bites



If you have an interest in research into second language acquisition but don't have the time, money or need to look at original journal articles, you may like this very good site which contains articles about notable research issues in the field. ELT Research Bites.

In their own words:

"The purpose of ELT Research Bites is to present interesting and relevant language and education research in an easily digestible format. Academic journal articles and research reports tend to be long, perhaps even long-winded. And rightfully so – there is a lot of theoretical and often statistical work that must be clearly explained and a journal article is the best place for that. We hope, with this new blog, to help all language teachers benefit from the insights gained through academic research, whilst not taking too much of their time away from where it is needed most – the classroom.

ELT Research Bites serves you the substance and context of the full article at the length of an abstract, with a side dish of practical implications! With these bite-size summaries of applied linguistics and pedagogy research, ELT Research Bites aims to offer a bridge to empirical or other published work which contributors feels deserve attention and which you can adapt and apply in your own language teaching!"

The site is written by a group of ELT teachers and researchers led by Anthony Schmidt and is regularly updated with very readable digests of pedagogical and theoretical topics.

Recent articles have included:
  • Foreign language educators exposure to research
  • Instructed second language learning, Implicit learning and input enhancement - a summary of some work done by leading researcher Michael Long
  • Pronunciation instruction - worth the time or wasted effort?
  • Gap-fill, sentence-writing or composition - which leads to better vocab learning?
  • Written feedback - does it work?
  • Cognitive load and language teaching - what teachers need to know
  • Is flipped learning worth the trouble?
The site also links to a range of free, open-access journals and invites contributions from other writers. Topics can be searched from a side bar.

What I like about the posts is their clarity and balanced content. Although the writers are from an English language Teaching background, as always, much of what they write is relevant to MFL (WL) teachers. Sites like this provide play an invaluable role in making research accessible and digestible to practising language teachers. You can learn a lot here.



Comments

Popular posts from this blog

5 great zero preparation lesson ideas

When the pressure is on and there are only so many hours on the week, you need a repertoire of zero preparation go-to activities which promote input and/or practice. Here are five you might well find useful.

1. My weekend

We know that listening is the most important yet often neglected skill for language learning. It's also something some pupils find hard to do. To develop listening skill and provide tailored comprehensible input try this:

You tell the class you are going to recount what you did last weekend and that they have to make notes in English. The amount of detail you go into and the speed you go will depend on your class. Talk for about three minutes. If you spent the whole weekend marking, you can always make stuff up!

You then make some true or false (maybe not mentioned too) statements in the target language about what you said in your account. Class gives hands up (or no hands up) answers. This can then lead into a simple pair work task where pupils make up their own tru…

New GCSE resources on frenchteacher

As well as writing resources for the new A-levels, I have in recent months been posting a good range of materials to support the new GCSEs. First exams are not until 2018, but here is what you can find on the site in addition to the many other resources (grammar exercises, texts, video listening etc).

I shall not produce vocabulary lists since the exam board specifications now offer these, with translations.

Foundation Tier 

AQA-style GCSE 2016 Role-plays
AQA-style GCSE 2016 Photo card conversations
AQA-style GCSE 2016 Photo card conversations (2)
100 translation sentences into French (with answers)
Reading exam
Reading exam (2)
How to write a good Foundation Tier essay (ppt)
How to write a good Foundation Tier essay (Word)

Higher Tier 

AQA-style GCSE 2016 Photo card conversations (Higher tier)
AQA-style GCSE 2016 Photo card conversations (Higher tier) (2)
20 translations into French (with answers)
Reading exam (Higher tier)
How to write a good Higher Tier essay (ppt)
How to write a…

What teachers are saying about The Language Teacher Toolkit

"The Language Teacher Toolkit is a really useful book for language teachers to either read all the way through or dip into. What I like about it is that the authors Steve Smith and Gianfranco Conti are totally upfront about what they believe to be good practice but back it up with research evidence." (Ernesto Macaro, Oxford University Department of Education)

"I absolutely love this book based on research and full of activities..  The best manual I've read so far. One of our PDs from the Australian Board of Studies recommended your book as an excellent resource.  I look forward to the conference here in Sydney." Michela Pezzi, Teacher, Australia, Facebook)

"Finally, a book for World Language teachers that provides practical ideas and strategies that can actually be used in the classroom, rather than dry rhetoric and theory that does little to inspire creativity in ways that are engaging for both students and teachers alike." (USA teacher, Amazon review)

Making words memorable

Most teachers and researchers would agree that knowing words is even more important than knowing grammar if you wish to be proficient in a language. As linguist David Wilkins wrote in 1972: "Without grammar little can be conveyed, without vocabulary nothing can be conveyed."One of the frustrations for teachers is pupils' inability to retain vocabulary for productive use. A good deal of research has been done over the years into how pupils might better keep words in memory. Two concepts which have come to the fore are spacing and interleaving.

Spaced practice

A 2003 review of the literature by P.Y. Gu reported that most studies show that students frequently forget words after learning them just once.  Anderson and Jordan (1928) discovered that after initial learning, then one week, three weeks and eight weeks thereafter, the recall success was 66%, 48%, 39% and 37% respectively. Other studies have produced similar results. Unsurprisingly, these researchers recommend, space…

The Language Teacher Toolkit review

We were delighted to receive a review of The Language Teacher Toolkit from eminent applied linguist Ernesto Macaro from Oxford University. Macaro is a leader in the field of second language acquisition and applied linguistics. His main research interests are teacher-student interaction and language learning strategies pupils can use to improve their progress.

Here is Professor Macaro's review:
The Language Teacher Toolkit is a really useful book for language teachers to either read all the way through or dip into. What I like about it is that the authors Steve Smith and Gianfranco Conti are totally upfront about what they believe to be good practice but back it up with research evidence. So for example the ‘methodological principles’ on page 11 are supported by the research they then refer to later in the book and this approach is very similar to the one that we (Ernesto Macaro, Suzanne Graham, Robert Woore) have adopted in our ‘consortium project’(http://pdcinmfl.com). The point i…