Published: Working with textbooks: reconceptualising student and teacher roles in the classroom

3 07 2012

ELI lecturers Luke Rowland and Keith Barrs published the following article in the Innovation in Language Learning and Teaching journal:

Rowland, L., & Barrs, K. (2012). Working with textbooks: reconceptualising student and teacher roles in the classroom. Innovation in Language Learning and Teaching [Online version]

Student reactions to different methods of in-class textbook use have received little attention in the literature on English language teaching. This article explores the responses of 57 Japanese university students to the replacement of teacher-led textbook lessons with small group, role- based textbook work in regular English reading classes. Insights into the challenges and opportunities presented by small group, role-based work were gained through a qualitative analysis of the students’ written lesson reflections. The findings reveal that although the students tended to view the new approach favourably, there were underlying issues related to responsibility, pressure and collaboration that emerged from the students’ lesson reflections. Conclusions point to the context-dependent and individually realised nature of classroom enterprise. In this article, the authors also contend that insights into classroom activity are best gained through research methodologies that allow for inquiry into
teaching/learning environments without disturbing pedagogical endeavour.






Published: Editorial – special issue on learner involvement

10 10 2011

ELI Assistant Director Jo Mynard has published an article in the June 2011 Studies in Self-Access Learning Journal. Publication information follows:

Mynard, J. (2011). Editorial. Studies in Self-Access Learning Journal, 2(2), 48-50.

Editorial – Special Issue on Learner Involvement

The June, 2011 issue of SiSAL Journal had the theme of “Learner Involvement” and the editorial summarizes the contributions and makes distinctions between some of the different ways in which learners can be involved in self-access learning. Learner involvement is relevant to self-access learning in a number of ways and this special issue highlights three of them through its contributions. Firstly, there is a learner’s involvement in his or or her own self-directed learning. Secondly, there is the emotional involvement with learning. Thirdly, there is learner involvement in the actual running of a self-access centre.