EnglishAgenda is moving!

From February 1st, English Agenda is moving to the TeachingEnglish website. The content here for teacher educators, managers and researchers has been transferred to TeachingEnglish and we have a page with further information about the move.

EA Taxonomy term (Content) - Page

This paper reports research investigating the experiences of teacher learners carrying out reflective writing.

This report documents findings of a study investigating the relationship between Content and Language Integrated Learning (CLIL) and English Medium Instruction in Italy where some CLIL is now mandatory at upper secondary level. 

This article reports findings from a study which looked at the use of technology-enhanced learning in a CPD (continuing professional development) context.

This paper is a report of a narrative inquiry which aimed to analyse ELT teachers' stories of resilience.

The current project investigated the accessibility, feasibility, effectiveness and usefulness of the Common European Framework of Reference (CEFR) and its companion European Language Portfolio (ELP) descriptors for tertiary English for Academic Purposes (EAP) writing instruction in China and explored how they could be used to bridge teaching, learning and assessment.

This paper is a report of an intervention project designed to help University teachers asked to deliver their teaching via English Medium.

This report details and evaluates the range of video-based practices currently being used in language teacher education.

This paper investigates the development of intercultural citizenship and its relationship to English language use among international students in the UK. 

This research project investigated teacher cognitions and assessment.

This article summarises a report on an exploratory survey investigating both translingual practices in English language classrooms in India and attitudes towards translanguaging and L1 use among teachers surveyed.

This paper reports on the experiences of secondary school students who study through the medium of English as an Additional Language (EAL) in the UK.

This paper reports on B-MELTT (Blending MOOCs for English Language Teacher Training) and explores how the integration of an existing MOOC (Massive Open Online Course) into ELT university programmes can affect students' beliefs, while at the same time providing them with the opportunity to engage in reflection with a global community of practice.


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