• Learner attention to form in ACCESS task-based interaction May 26, 2016
    This study explored the potential effects of communicative tasks developed using a reformulation of a task-based language teaching called Automatization in Communicative Contexts of Essential Speech Sequences (ACCESS) that includes automatization of language elements as one of its goals on learner attention to form in task-based interaction. The interaction data collected from a class for […]
    Dao, P., Iwashita, N., Gatbonton, E.
  • Not just 'small potatoes: Knowledge of the idiomatic meanings of collocations May 10, 2016
    This study investigated learner knowledge of the figurative meanings of 30 collocations that can be both literal and figurative. One hundred and seven Chilean Spanish-speaking university students of English were asked to complete a meaning-recall collocation test in which the target items were embedded in non-defining sentences. Results showed limited collocation knowledge, with a mean […]
    Macis, M., Schmitt, N.
  • Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research April 28, 2016
    The role of interactional feedback has long been of interest to both second language acquisition researchers and teachers and has continued to be the object of intensive empirical and theoretical inquiry. In this article, I provide a synthesis and analysis of recent research and developments in this area and their contributions to second language acquisition […]
    Nassaji, H.

Reconceptualising Authenticity for English as a Global Language

Reconceptualising Authenticity

This book examines the concept of authentic English in today’s world, where cultures are in constant interaction and the English language works as a binding agent for many cross-cultural exchanges. It offers a comprehensive review of decades of debate around authenticity in language teaching and learning and attempts to synthesise the complexities by presenting them as a continuum. . . . → Read More: Reconceptualising Authenticity for English as a Global Language

Upcoming Webinar on Native-speakerism and Authenticity for TEFL Equity


Native-speakerism and authenticity are two subjects that have been written on extensively in the field of English language teaching, but the links between the two have yet to be explored in any great depth. In this presentation, based on our paper in Applied Linguistic Review we will outline where the connections between these two concepts, both practical and theoretical, may lie. We will first briefly introduce the concepts of Native-speakerism and authenticity separately, and then present the theoretical framework we have developed to explain the connections between the two. Following this, we will move on to explain how these connections manifest in the ELT industry to influence the lives of ‘non-native speaker’ teachers in terms of student perceptions, self-perceptions, and professional discrimination. . . . → Read More: Upcoming Webinar on Native-speakerism and Authenticity for TEFL Equity

5th Waseda ELF International Workshop, Tokyo

Slides from my talk at today’s International Workshop on ELF at Waseda University in Tokyo.

Japanese Students’ Reactions to International Speakers of English: native-speakerism and authenticity from Richard Pinner . . . → Read More: 5th Waseda ELF International Workshop, Tokyo

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