Due to the international COVID-19 pandemic, many universities worldwide are moving from face-to-face to online remote teaching. This anonymous questionnaire study seeks to find the extent to which English language teachers bear the costs for this and to what extent appropriate education has been made since the beginning of 2020 and what education prior to this may help in a major change of teaching modality. The findings are rather bleak; however, recommendations are made that could alleviate the situation.
The prevalence of ADHD in the general population is estimated at approximately 7.1% (Thomas et al., 2019). In spite of this, in the language education literature attention is given only to learners with the condition, whereas teachers are overlooked. The authors explore their teacher identities and experiences of teaching and training as well as living with ADHD. The interplay between teaching and ADHD is explored, and the authors hope that more attention is given to the condition.
Literature on both task-based language teaching (TBLT) and listening in language teaching generally as well as in English language teaching (ELT) is lacking in description about what teachers do and to what extent they apply theory or research-based evidence to their classroom practice. The current study consists of 7 interviews conducted face-to-face, by internet video telephony and through asynchronous text messaging with English language teachers around the world. Interviews focused on teachers’ listening pedagogy, their understanding of task-based pedagogy and the use of materials in teaching. A phenomenological analysis of what participants said in interviews is taken to explain reasons for the author’s understanding of the data, less in the hope of a generalizable set of findings but more toward insight into what teachers do, their ideas about authenticity, their understanding of TBLT and its various frameworks, use of theory and how research is connecting and failing to connect with working English language teachers in various contexts.
ELT materials tend to use prestige variety speakers as models, an underlying assumption being that this is needed in order to acquire the phonology necessary to parse English speech (Rose & Galloway, 2019). Global Englishes Language Teaching (GELT) (Galloway & Rose, 2018) provides the potential for movement away from such ‘native speaker’ ideologies, but lacks empirical evidence. In this study, the use of GELT input in comparison with prestige varieties of English was investigated. Sixteen first-year L1 Japanese university students in an English Medium Instruction programme participated in a self-paced listening study via a learning management system (LMS). All participants were tested on their perception of the English vowels /æ/, /ʌ/, /ɜː/ and /ɔː/. After this pretest, they were separated into two groups: using edited TED talks, the experimental group (G) (N=8) watched videos of Global English varieties, and the control group (P) (N=8) watched videos of prestige English varieties. Both groups acquired losses, i.e., immediate posttest scores were mainly lower than pretest scores on vowel identification. Scores were predicted by the variation in interval between lessons and posttest, but not by the varieties of English used. This provides support for the view that GELT is as valid a language teaching approach as using prestige varieties.
In this paper, an exploration of the problems encountered in teaching two elective English listening courses at Japanese universities in 2017 and 2018. Intended as a working paper with an intended audience of teaching professionals and those who support them, problems in working memory, motivation and general listening pedagogy are detailed.
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