EA Taxonomy term (Content) - Row by date
Simon Borg, School of Education, University of Leed and Saleh Al-Busaidi, The Language Centre, Sultan Qaboos University
Learner autonomy has been the subject of many studies but there have been fewer studies of what learner autonomy means to teachers. This study, conducted in Oman, reports on teacher beliefs and reported practices regarding learner autonomy. Data were collected through questionnaires and interviews.
Elizabeth J. Erling, Philip Seargeant, Mike Solly, Qumrul Hasan Chowdhury and Sayeedur Rahman
There is only limited evidence showing a relationship between the English language and development. This ethnographic survey conducted in 2 rural communities in Bangladesh investigates the needs and aspirations of the local community in order to better understand how English language education could contribute to development.
This research paper reports on a global study of primary English teachers’ qualifications, training, teaching experience and career development. Nearly 2,500 teachers completed an electronic survey. In-depth face-to-face interviews were also conducted. The study raises issues which it is felt should be taken up by ELT providers but teachers were overwhelmingly positive in their attitudes towards the profession.
Jelena Mihaljević Djigunović
Children are starting to learn English at increasingly younger ages. This paper, which was part of the ELLIE project, researches the phenomenon through a country case study, with data collected from Croatian young learners whose progress was followed over three years.
This research paper reports on a study conducted in the north of England into the provision of support for children who speak English as an Additional Language (EAL). She places her work into the international context and develops five recommendations for action. These include training new teachers on EAL issues and enhancing the dialogue between schools who have similar requirements in order to limit wasting time and money.
This paper reports on a study conducted by Huw Jarvis into the perceptions and practices of Thai and Emirati university students in the use of computer-based materials beyond the classroom. It explores how these students use technology to support their English language learning and offers recommendations for institutions that provide self-access centres. The paper concludes that the term mobile assisted language use may better describe how learners use technology.
Alan Waters and Maria Luz C. Vilches
Effective in-service training (INSET) is vital for both teacher development and curriculum reform. This paper contains a number of practical guidelines on how to maximise the potential for 'best practice' in ELT INSET. The research was conducted in the Philippines where Waters and Vilches gathered data from both INSET suppliers and end-users. The resulting picture of 'best practice' will be of value to others working in similar situations elsewhere.
L. Jin, K. Smith, A. Yahya, A. Chan, M. Choong, A. Lee, V. Ng, P. Poh-Wong, D. Young
Learners with dyslexia have difficulties in reading and writing. In Singapore there are about 20,000 primary and secondary school learners with dyslexia. This paper presents research findings on the perceptions and feelings of primary school learners with dyslexia in Singapore regarding their learning of school subjects through English, together with how they use strategies to overcome some difficulties.
Viv Edwards and Daguo Li
This paper covers the impact of continuing professional development in China. The writers conclude that the recognition of English as an essential element in the modernisation of China, together with the growing awareness of the weaknesses of traditional approaches to the teaching of the language, has opened up new spaces for dialogue concerning pedagogy and professional practice.
Sue Garton, Fiona Copland, Anne Burn
Investigating Global Practices in Teaching English to Young Learners was produced in collaboration with Aston University. The study uncovered a range of factors concerning the teaching of English to young learners globally from the perspective of teachers involved in implementing these programmes.