Featured Articles


Incorporating Collocation Teaching in a Reading-Writing Program

by Yang Ying, National University of Singapore
and Jiang Jingyi, South China University of Technology

This paper discusses vocabulary teaching in tertiary institutions in China and points out the importance of learning collocation in an English as a foreign language context. The authors propose that the teaching of collocation should be incorporated into any standard reading-writing program by addressing three important aspects in the process, namely: use of resources, training of students’ note-taking strategies and incorporation of classroom tasks that require noticing, recording and using collocations. This is further elaborated through an example of how a reading text can be exploited to promote students’ awareness and use of collocation, and their learning of collocation in and outside the classroom. Read more


Reaffirming the teacher role within the context of culturally responsive pedagogy: A case study and relevant issues

by Ourania Katsara
University of Patras, Greece

The issue of quality teaching has been the subject of educational research, but there is not much empirical support noted in research for connection between quality teaching and the teachers’ abilities. Quality teaching is also discussed in terms of culturally responsive pedagogy, indicating that this teaching approach underscores the learner-centred approach. The main argument of this article is that emphasis is placed on the role of the teacher as a facilitator in the learning process, suggesting that the Greek teacher role is reaffirmed within the context of culturally responsive pedagogy. In addition, the article describes and explains how cultural variables are determining factors in designing appropriate syllabi for Greek university students, and in choosing appropriate teaching methodology techniques for effective teaching in university settings. Specifically, the reason why the dimension of instructional clarity is important in relation to teaching any Greek national cohort is illustrated. Some examples of lesson plans are also presented, explaining in detail the materials used, the learning environment and classroom management in relation to a course on English for General Academic Purposes (EGAP) taught in the first term. A number of activities done in class during this course are described, offering some key pedagogical implications. Read more

ELT Lives

Interview with Alan Maley: Exploring Creativity in the Language Classroom

by Flora Debora Floris
Petra Christian University, Indonesia

Prof. Alan Maley has been involved in English Language Teaching (ELT) for over 50 years. He worked for the British Council in Yugoslavia, Ghana, Italy, France, China and India. For 5 years he was Director of the Bell Educational Trust in Cambridge. He worked in universities in Singapore, Thailand and Malaysia as well as in his native country, UK. For 25 years Alan was Series Editor for the OUP Resource Books for Teachers series. He has published over 40 books and numerous articles. Read more

Media Review

Then and Now: A Review of Teaching Listening by Mary Underwood

by Chris Bedwell
National University of Singapore

Mary Underwood’s book, Teaching Listening (Longman, 1989), has been recommended reading for many trainee and in-service teachers on ESOL certificate and diploma courses. It provides a wide range of practical techniques (also conveniently summarised in an appendix) covering the pre-, while- and post-text stages of a listening lesson. Also included throughout the book are commonsense suggestions and observations on learner behaviour which can inform the teacher of the likely success, or otherwise, of a lesson. Since listening is considered by many ESOL practitioners to be the preferential mode of first exposure to English in the classroom (the rationale being that it is unfair to expect students to produce language verbally without ever having heard it beforehand), the text constitutes a useful initial point of reference. Read more

Media Review

Teacher Voices: A Virtual Forum for ELT Professionals

by Fenty Lidya Siregar
Victoria University of Wellington, New Zealand

Although teacher professional development (TPD) can start with individual teachers’ initiative, it does not mean teachers have to do it alone. ELT professionals can certainly find teacher support groups to enhance their professional development. Nowadays, these support groups are mushrooming on the Internet. Teacher Voices is an example of a virtual English teacher support group that enables its members to virtually meet like-minded colleagues across the globe and at the same time provides a forum for TPD. Read more


Choosing the Right International Journal in TESOL and Applied Linguistics

by Willy A Renandya
National Institute of Education, Nanyang Technological University, Singapore

Choosing the right international journal for your research paper can be a daunting task and the process may seem complicated. This is particularly so if you have had little or no experience publishing in an international journal. This paper provides practical guidelines that could help novice writers find answers to questions such as these: What types of journals are available in the field of TESOL and Applied Linguistics? Which types of journals are the most suitable for their papers? What are some of the key criteria that institutions use to assess the quality of a journal? What is the review process like? How long is the wait time? What is the rejection rate of the journal? Are there journals that have lower rejection rates for novice writers? The paper also lists a number of journals that novice writers could aim for in order to increase the acceptance rates of their submissions. Read more

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