• Teaching how to apologize: EFL textbooks and pragmatic input August 17, 2015
    Learners of English as a foreign language (EFL) are exposed to a collection of materials and communicative activities in the classroom through which they learn to use the language competently and appropriately. Textbooks, in particular, are a rich source of input, offering a variety of opportunities to acquire and practice pragmatic competence in specific areas […]
    Limberg, H.
  • Shadowing: Who benefits and how? Uncovering a booming EFL teaching technique for listening comprehension August 17, 2015
    This study examines common claims associated with shadowing. Studies in Japan conclude that shadowing is effective for improving learners’ listening skills. Two common claims are that shadowing is effective for lower-proficiency learners and that it enhances learners’ phoneme perception, thus improving listening comprehension skills. The former notion lacks sufficient research and the latter empirical data. […]
    Hamada, Y.
  • The Word Part Levels Test May 20, 2015
    Knowledge of English affixes plays a significant role in increasing knowledge of words. However, few attempts have been made to create a valid and reliable measure of affix knowledge. The Word Part Levels Test (WPLT) was developed to measure three aspects of affix knowledge: form (recognition of written affix forms), meaning (knowledge of affix meanings), […]
    Sasao, Y., Webb, S.

Using and Adapting Authentic Materials to Help Motivate Students

This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways . . . → Read More: Using and Adapting Authentic Materials to Help Motivate Students

EFL Teacher Journeys, Tokyo June 2015


The teaching never stops: reflections on teacher roles, transportable identities and social networks

To be(friend) or not to be(friend), that is the question. Some teachers encourage their students to befriend them on social networking sites (SNS), others are understandably wary. SNS can be a very effective way of connecting with students outside the classroom, . . . → Read More: EFL Teacher Journeys, Tokyo June 2015

CAES Faces of English Paper Presentation


Using self-assessment to maintain motivation in a dynamic classroom environment

In this presentation I outline how and why I have established a self-assessment system in which students give themselves a score for class participation, worth 30% of their overall grade for the semester. I explain how my experience of teaching an EFL speaking skills course . . . → Read More: CAES Faces of English Paper Presentation

Authenticity Poster, CAES Faces of English, Hong Kong

2015-06-10 17.07.57

The Social and Individual Flow of Authenticity

Authenticity in the language classroom is approached from a social and existential perspective. In this poster I attempt to reconceptualise authenticity as a dynamic component of language as a complex system, which interacts with motivation, autonomy and self at multiple levels. I propose that authenticity be reconceptualised as . . . → Read More: Authenticity Poster, CAES Faces of English, Hong Kong

JALT CALL 2015 Conference – Session Summary

kyushu sangyo

Session slides for the Japan Association of Language Teachers Computer Aided Language Learning Special Interest Group conference at Kyushu Sangyo University June 5-7 2015 . . . → Read More: JALT CALL 2015 Conference – Session Summary

What We Talk About When We Talk About Authenticity

authenticity continuum

Authenticity in language teaching is a thorny issue, and especially in English language teaching because of the nature of English’s use worldwide as an international language, with many diverse varieties. What do you understand by the term authenticity? For most language teachers, the word authentic is part of our daily vocabulary. It is stamped onto the backs of textbooks, it is mentioned when describing a particularly motivating task, and it is often used alongside other words like motivation and interest. So, just what do we talk about when we talk about authenticity? . . . → Read More: What We Talk About When We Talk About Authenticity

Teaching with Social Networks


Whether you find yourself addicted or at a loss when it comes to things like Facebook and twitter, more and more people are using social networks for personal and professional reasons. For example, LinkedIn has active discussions about language teaching and various professional groups of teachers and applied linguists. Many schools and institutions have Facebook . . . → Read More: Teaching with Social Networks

Self-Assessment and The Tao

An auspicious observation to start 2015

Happy New Year for 2015!

It was a nice surprise to see that my own article had appeared on the RSS feed from Language Teaching Research as the advance online access is now available! I have had this RSS feed on my blog for several years and now finally I have a paper in this . . . → Read More: Self-Assessment and The Tao

TEFLology Podcast Guest Section on Authenticity


This weeks’ TEFLology Podcast features a guest speaker – me! I was very flattered to be invited by the TEFLologists to their top-secret recording location where we discussed Steven Krashen, Teaching foreign languages at Primary schools and of course authenticity.

Thanks for listening!


The Authenticity Continuum: English Today

English Today (2014) 30(4).

Why authenticity should be represented as a continuum in the EFL classroom . . . → Read More: The Authenticity Continuum: English Today