English Language Teachers’ Stated Beliefs and Practices Regarding Task-Based Language Teaching and Listening

Abstract

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.

Exploring Duoethnography in ELT Research Ecosystems: Accessibility, Misuse, and Further Horizons

“…The fastest duoethnography I have had published took under a year (Jones & Bruzzano, 2023), and the slowest is coming up to two years (Jones & Noble, 2023). I found it much easier to collect interview data from six participants and write it up alone (Jones, 2020)! Rob: Yes, I think you’ve highlighted very effectively the possibility that duoethnography could retain a veneer of methodological radicalism while actually causing potential action to regress into talk. There’s also a definite possibility of it being used simply to reinforce the status quo.…”

“…The fastest duoethnography I have had published took under a year (Jones & Bruzzano, 2023), and the slowest is coming up to two years (Jones & Noble, 2023). I found it much easier to collect interview data from six participants and write it up alone (Jones, 2020)!…”